The document introduces Christopher Howard and his company The Academy of Wealth & Achievement. They teach techniques called Subconscious Reprogramming and Cognitive Profiling/Re-imprinting that can instantly transform people's thoughts, behaviors, and lives. These techniques allow people to replicate the mindsets and success of people like Oprah Winfrey and Gandhi in a fraction of the time it normally takes. The Academy helps people close the gap between where they are and where they want to be through accelerated change technologies.

1. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Name
Contact Details
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2. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
My Buddy
My Buddy
Home Town
Phone Number
Tell Your Buddy
1. What’s your name?
2. What are your contact details?
3. Why are you absolutely committed to being here?
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3. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Welcome to Your
Wealth Acceleration Certification
W e all have dreams and desires for our lives. Why is it that sometimes we get what we want and sometimes we don’t? Why do
we start out in the direction of our goals only to find ourselves off course or falling short of what we know we are capable of?
And more importantly, how can we consistently accomplish the goals we set for ourselves so that we can live the life of our dreams?
Those were some of the questions I began asking myself at a time in my life when I was $70,000 in debt, living in someone else’s
garage apartment and feeling I had few prospects for my future. I had already taken countless seminars and read all the best-sellers
on personal development so I knew what to do, just not how to do it. It was when I started to write down my goals and take personal
responsibility to shift my focus toward what I truly desired that everything in my thinking and my life started to shift. Instead of
dwelling on the feeling that I was not where I wanted to be, I asked myself, what is the difference between those people who have
wealth and riches beyond their wildest dreams and those who live from paycheck to paycheck? Because the mind always seeks
resolution, that one unanswered question sent me on a quest studying the lives of great leaders in every field and caused me to develop
my system of Subconscious Reprogramming that eventually resulted in the growth of The Academy of Wealth & Achievement.
The answer to that question—what sets successful leaders apart—is their mind sets, focus, strategies, behaviors, beliefs, values and
many other internal factors that determine our experiences in life. The Academy of Wealth & Achievement was established to give
individuals and organizations those particular skills, attitudes and mind sets to turn their boldest visions and intentions into realities and
results and most importantly to help them create the rich and fulfilling life and lifestyle that they truly desire and absolutely deserve.
Most people go through life believing they have to cope with themselves as they are and deal with life as it comes because, “that’s
just the way it is.” The scientific fact is, reality is subjective, therefore, you can actually create your life however you want it. You
can forever transform aspects of your personality that no longer serve you and manifest your deepest heart’s desires. I developed the
techniques of Subconscious Reprogramming as a specific set of tools that literally reprograms thinking on a subconscious, neurological
level to replicate the thinking and behavioral patterns of success.
I am not interested in pumping people up into a hyper state of motivation only to have them go home and have their lives gradually
return to “normal,” as is so many people’s experience with seminars. Our trainings and programs are unique in that participants not
only undergo a profound change on both a conscious and subconscious level, they also take with them specific techniques to apply in
their daily lives to remain focused and motivated through the accomplishment of their intended goals. If you are ready to finally take
charge of your reality and live the life you know you are meant to live, our fast track to success that will absolutely assist you in closing
the gap between where you are and where you want to be.
To your success,
Christopher Howard
CEO & Founder
The Academy of Wealth & Achievement
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4. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
The
Academy of Wealth & Achievement
by Amy Sorkin
If you were introduced to a quick effective technique to
create change in your life instantly, in your finances,
health, relationships, and career, would you try it?
your self-concept and expanding the results that you
are able to produce in any context.
“Through the technique of Cognitive Profiling, we can
Christopher Howard, an internationally acclaimed expert look at any result that anybody has ever produced and
in accelerated change technologies and leadership, has replicate that result in a fraction of the time,” explains
made a career out of guiding people to immediately Howard. “In the various courses we teach in our Academy
transform ineffective thoughts and behaviors into of Wealth & Achievement, Cognitive Profiling and
adaptable, successful ones that allow them to create the Cognitive Re-imprinting, along with other tools, are
results they want in their lives. taught as a means of accelerating one’s own success We
teach how to replicate or expand excellence.”
Howard’s unique Subconscious Reprogramming
technologies are the next generation of tools for So how does it work? Let’s say somebody wants to
achievement. They are a hybrid science grown out of and become a multi-billionaire or super success, and they
improving on several models dating back to earlier last choose Oprah Winfrey as their role model. “Her success
century. What started with Korzybski’s general semantics is the result of a superior mindset,” says Howard. “The
in the 1930’s, was further developed by Bandler and Grinder question then becomes; “How can we emulate and install
in the early 70’s into Neuro-Linguistic Programming or her psychology into somebody else?” All of Oprah’s
NLP. Since then the field was popularized in the 80s by qualities, her values, attitudes, beliefs, the decisions she’s
the likes of Tony Robbins, and now Howard brings these made, how she sees people, and the strategies she uses to
cutting edge tools into their fourth generation, adding his produce the results she wants, are analyzed and broken
unique understanding of hypnosis and quantum physics down. “One of Oprah’s main driving forces is to be loved,”
to create change in a fraction of the time it has taken in explains Howard. “We can take that and then analyze the
the past. strategies she used to run that driving force. Part of what
this technology does is allows us to break things down
“Think of the human brain as being the most fantastic
into small enough parts to make them transferable.”
biocomputer ever created,” explains Howard, who has
personally led, managed, launched or turned around The manner in which Cognitive Re-imprinting transfers
numerous organizations and businesses in the past decade. such parts to an individual includes adjusting their values
“But it’s not user friendly. The technologies we teach are and beliefs in a way that serves their highest potential. “We
kind of like a User’s Guide. Installing a new system, such all have certain ways we code and store information in our
as the mindset of someone like Gandhi, for example, is minds and bodies. A ‘value’ is simply what is important to
like upgrading your software system.” you, and values will largely shape your world,” elaborates
Howard. “A ‘belief’ is simply a feeling of certainty about
In his courses, Howard uses Subconscious Reprogramming
something, but it’s not necessarily true. Using Results
to instigate instant change on a subconscious level.
Technologies, we can shift the way you store values and
“Instead of looking only at therapists as a source to model, beliefs in your body, so you can change what’s important
I began looking to the greatest spiritual, world and business to you at the subconscious level, therefore releasing
leaders of all time, such as Nelson Mandela, Gandhi, and subconscious blocks to your success.”
Richard Branson (the mastermind behind Virgin Records
And going back to the computer analogy, “If all you have
and Virgin Airlines), to name a few.”
is poverty or lousy relationships punched into your search
From this research Howard created his Subconscious engine, that’s all that will come up. We teach people how
Reprogramming Technologies. They are tools that allow to gain control of those things, so that they can punch
you to create your life the way that you want by expanding wealth and harmony in instead, and then that will appear
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5. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
in their lives.” Although the Subconscious Reprogramming
technologies are largely psychologically oriented,
In the Wealth Propulsion Intensive weekend, people
Howard feels there is a strong spiritual aspect to what he
focus on the Financial Pain or Wealth Goals. Howard, his
does. “Who we really are is love and light and goodness,
Trainers and Support Team help them to apply accelerated
and what prevents us from tapping into that are, negative
technologies to break through any blocks and apply his
emotions and limiting decisions. So when we release those
next generation tools. “It’s a wonderful weekend to figure
things in our programs, we then become more of who we
out what subconscious factors are controlling one’s life,
really are. I see the use of Subconscious Reprogramming
and how they can break through these obstacles once and
in my courses as a means of getting closer to our spiritual
for all,” says Howard.
nature.
A great example of the success of the techniques taught
“When people come into the weekend program,” concludes
by Howard is exemplified by an artist who came to a
Howard, “They have major changes as a result of being
weekend seminar. “She decided to focus on finances
there only two-and a half days. They are blown away by
first,” says Howard. “She was making $70,000.00 a year
the personal transformation they get afterwards and call
at the time. What she learned was that one of her beliefs
us for weeks, months and even years later telling us how
was that money and happiness didn’t go hand in hand.
much their lives have changed. From an instructor’s
During the training she released this and other limiting
viewpoint, what could be more fulfilling than that?”
decisions through a regression type of technique. Within
a year and a half after attending our program, she is now
making $180,000.00 a year and working less. She’s also
attended an additional week long program, lost over 50
pounds, and has gotten her ideal relationship as well.
Howard maintains that there are two things that determine
our success in life, our internal communication, which
is how and what we communicate inside our minds and
bodies (our thoughts), and our external communication,
which is the manner in which we communicate with
others. “No one who produces major results in the world
has done so unless it has been with and through other
people,” emphasizes Howard
“Subconscious Reprogramming techniques enable us to
change internal and external communication, focus on
leadership and groups, and show people how to develop
the ability to be influential in their own lives.”
An important aspect of Howard’s training is that he has
developed a system where people not only learn the tools
for change, but are forced to apply them. In addition to the
various exercises done in class, challenging activities such
as rope training, rock climbing, and even hang gliding are
used to stretch people beyond their limits to make them
believe they can do anything.
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6. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Trademarks of The Academy of Wealth & Achievement (AWA) and The Christopher Howard Companies are not designated in the text of this manual.
The following are trademarks of AWA and may not be used without permission: (this is not an exhaustive list).
Christopher Howard ® The Christopher Howard Companies ™ Ultimate Investment Seminar ™
Precision Repatterning ™ Cognitive Repatterning ™ Behavior Replacement Model ™
Breakthrough to Success ™ RESULTS Certification ™ Strategy Scrambler ™
Master RESULTS Certification ™ Presentation and Platform Skills ™ Christopher Howard’s Foundation Skills ™
Performance Revolution ® Billionaire Bootcamp ™ Christopher Howard Profit Coaching ™
Design Your Destiny ™ Leadership Explosion ™ Wealth and Power Evening ™
Your Personal Breakthrough ™ Christopher Howard Business Training ™ 7 Keys to Wealth ™
Stepping Into Wealth ™ Skyrocket Your Sales ™ Leadership Skills for Influence ™
Decide, Commit, Take Action ™ Ultimate Business Seminar ™ Creation Technologies ™
Neural Bridge ™ Neurological Bridge ™ S. O. A. R. to R. I. C. H. E. S. ™
Billionaire Adventure Club ™ Fast Track to Success ® The Clarity Model ™
University of Excellence ™ Creation Technologies™ C. R. E. A. T. E. ™
Precision Repatterning ™ Cognitive Re-Imprinting ™ Cognitive Profiling ™
Christopher Howard’s Decision Destroyer ™ Christopher Howard’s Emotion Obliterator ™ Turning Passions Into Profits ™
Time Stream ™ Response Repatterning ™ Solution Model ™
Identity Expansion Model ™ Momentum Pattern ™ Questions to Customize Results ™
The Mentors Circle ™ Christopher Howard Trainer ™ Neurological Repatterning ™
Results Technologies ™ Christopher Howard Business Training ™ Strategic Visioning ™
Christopher Howard Coaching and Mentoring Program ™ Rich Heart | Wealthy Mind ™ The Warrior Spirit ™
Wealth Acceleration Certification ™ Advanced Presenter Immersion ™ Ultimate Trainer Acceleration ™
Awakened Wealth Warrior ™ Awakened Wealth Master ™ Ultimate Marketing Seminar ™
The Christopher Howard Training Academy of Wealth ™ Christopher Howard’s Leadership & Coaching Academy ™ The Next Generation of Achievement ®
The Path to Awakened Wealth ™ Christopher Howard Trainers Training ™ The Wealth Propulsion Intensive ™
The Wealth Propulsion System ™ Instant Wealth: Wake Up Rich ™ Wealth Acceleration Coaching ™
Platform Skills Intensive ™ Academy of Wealth & Achievement™ Ultimate Internet Marketing Seminar ™
Christopher Howard’s Master Trainer Development Program ™ Ultimate Wealth Seminar ™ Forgiveness Process™
Christopher Howard Training™ Funeral Process™ The Wealth Creed™
The Wealth Incantation™ Wealth Acceleration Intensive™ Ultimate Compelling Close™
The 5 Dichotomies of Thought™ Questions for Self Discovery™ The New Entrepreneurial Mind™
Strategic Visioning™ 10 Step Introduction™ 4 Phase Instruction™
3 Step Debrief™ Simultaneous Thinking™ W.I.C.S. Model™
T.O.F. Model™ E.A.B. Model™ 10 Step Effective Criticism Pattern™
Bulletproof Bookstore™ My M.E.O.™ Finding Life in the Desert Process™
Elements of Living a Rich Life™ Cognitive Profiling™ Wealth & Success Pack™
The Writing Process™ Genius Reading™ Assumptions of Wealth™
4MATd Feedback Model™ Protein Style Feedback Model™ Results Focused Change Model™
Mastery Model™ Emotional Pyramid™ 3 Spheres of Leadership™
Charting Across Contexts of Life™ Crystal Merchant Game™ Stick & Stones Process Game™
Win As Much As U Can™ Visual Stack™ Dream Programming™
12 Tenets of Accelerated Learning™ Assumptions of Empowered Teaching™ Assumptions of Empowered Leadership™
4x4 Strategy Process™ Work Back to Now Process™ WB2N™
The Quantum Question™ The Advanced Writing Process™ Archetypal Writing Process™
Neurological Repatterning™ Creation Technologies™ Master of Wealth & Achievement™
Platform Power™ The Purple Belt Story™ The 5 Trainer Styles™
7 Master Steps™ Game of Pure Potentiality™ E-S-A Loops™
Living Goals™ Gifts I Give to Me List™ Macro Mind Virus™
Performance Results Descriptions™ PRD™ Results Programming™
Subconscious Reprogramming™ Pyramid Qualifier Close™ Extreme Limiter Close™
“The globe and swoosh” logo ® Universal Expansion Induction™ Intention Groups™
The Attitude Challenge™ The Boardroom Challenge™ The Trading Game™
Collage of Dreams™ Vision Journal™ Two Worlds of Existence™
This Is Me; This Is Who I Am Process™ Being With Process™ Firing It Up™
Billionaire Club Reality TV Show Game™ Empowerment Pack™
All seminar materials are copyrighted pursuant to federal copyright law. No part of this manual may be reproduced or transmitted in any way without written permission from AWA.
6 Wealth Acceleration Certification Level 1 Manual v 10 © 2004 - 2010

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Resources
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8. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Discover the most cutting edge, advanced techniques for creating massive, rapid
and lasting behavioral change in yourself and other people.
WEALTH ACCELERATION CERTIFICATION LEVEL I
T his 5-DayAccelerated Certification Training takes the skills modeled from masters of accelerated human
transformation and puts them in your hands. The skills, tools and techniques are focused on eliminating any
self-doubt, impediment or belief in your own ability to create a rich and fulfilling lifestyle. Not only that, you will
learn exactly what to do in order to Coach and Lead others to produce wealth and abundance in their finances,
relationships and life.
Y ou will learn to harness the power of your subconscious mind and the communication skills to give you the
ability to maximize your potential and multiply your effectiveness. With the set of tools taken away from this
Level you will be able to and have the potential to be certified to empower your clients, colleagues, family and self
to break through the behavioral patterns that stand in the way of the true richness of life and lifestyle you desire and
deserve.
You will learn…
• The ability to create rapport instantly with anyone
• Skills to transform individuals and/or organizations for extraordinary results
• Mastery of language
• Intervention techniques for eliminating deeply rooted subconscious and behavioral issues that
block you and others from achieving success or keep you stuck in place in 10 minutes or less
• Powerful strategies for creating what you want in any situation
Become Certified in…
Christopher Howard Acceleration Coach Practitioner Level Neuro-Linguistic Programming
Subconscious Reprogramming Ericksonian Hypnosis
The Wealth Acceleration Certification Trainings teach the skills and skillsets behind the
breakthrough Christopher Howard Subconscious Reprogramming Techniques and trainings.
Learn the science and master the technology to create massive and lasting change.
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9. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Learn the techniques, science and skills behind Christopher Howard’s breakthrough
Neurological Repatterning™ technology
WEALTH ACCELERATION CERTIFICATION LEVEL II
T his next level of Acceleration Training designed to help you create Wealth in all aspects of your life is a must-do for
anyone wanting to perform at the highest level and create the most rich and fulfilling life and life-style. It is also an
absolute must-do for anyone wanting to do high-level coaching or business performance consulting. It takes you deeper
into uncovering, working with, and changing personal values, attitudes, and other deep Subconscious Re-programming
and thought viruses that determine the level of results you achieve and exactly what you achieve in life.
I t is about changing the very basis of personality to make powerful, positive and permanent change. You will receive
internationally recognized qualifications in Subconscious Reprogramming and neuro-linguistic programming that
will allow you to make and build your own life and weave the rich tapestry of existence you desire. You will also be
qualified to consult, coaching and motivate others to do exactly the same.
You will learn…
• Advanced tools for high-level business consulting
• Values processes to align personal and professional relationships
• Personality profiling skills that will make you a master hiring consultant
• Advanced language patterns for creating change conversationally
• The best diagnostic tool to get to the core of major issues for individuals
• The second half of the full body of Results Technologies tools to enable long and lasting change
Become Certified in…
Christopher Howard Acceleration Master Coach Advanced Subconscious Reprogramming
Master Practitioner Neuro-Linguistic Programming Master Hypnosis
Performance Consultant
The Wealth Acceleration Certification Trainings teach the skills and skillsets behind the
breakthrough Christopher Howard Subconscious Reprogramming Techniques and trainings.
Learn the science and master the technology to create massive and lasting change.
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10. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Are you inspired to accomplish great things in your life?
Do you want extraordinary communication skills to
inspire, influence and motivate other people?
Y ou will walk away from this one-week immersion training with extraordinary communication skills to inspire,
influence and motivate other people. This is truly the highest level of training designed to accelerate your wealth
in not only business but in every aspect of your finances and life.
T hese teachings will help you become a truly charismatic and compelling communicator; you will learn how to
create a truly confident and commanding presence both on and off the stage. You will then be able to leverage
your influence and business results by delivering your message to large audiences and groups.
Y ou will learn the 36 behaviors of the most outstanding speakers, influencers and motivators on the planet
and have those behaviors integrated at the subconscious level so that you will automatically use them in any
presentation without conscious effort or thought.
Y our enhanced powers of persuasion, mastery of language and ability to create instant rapport will enable you to
expand your personal and professional influence and help you grow your career or business beyond your wildest
expectations.
During the training you will gain...
- The power and confidence of a brilliant communicator and public speaker
- Mastery of performance skills and the ability to wipe out performance anxiety
- The ability to create instant and unconscious rapport with groups anywhere from 20 to 20,000 people
- The secrets to entrancing your audience with spellbinding presentations
- Skills for masterfully handling questions, objections and hecklers
- A complete arsenal of the most cutting-edge psychological platform techniques in existence
- Tailored communication skills and how to make your presentation most compelling to all learning styles
- The ability to design impactful seminars and trainings
- The business & marketing plan used by Chris Howard to create his international speaking business
- The secrets to creating dynamic and compelling sales presentations used by the biggest names in the industry
- Internationally recognized certification as a professional speaker
- High quality feedback from Christopher Howard’s Trainers and certified presenters
- The step by step process for selling any product or service from a platform to small groups or large scale
audiences
- The exact duplicatable business and marketing plan used to create a speaking business or in fact enhance any
business through the power of leverage created on a platform
And much, much more!
The Platform Skills Intensive Training is only held once a year in each country and is in hot demand by masters of the
industry and new speakers alike.
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11. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Imagine if you could sit down with some of the world’s most powerful business legends like
Warren Buffett, Bill Gates, Donald Trump or Oprah Winfrey...
W hat could you do if you learnt the secrets behind what made their achievements inevitable, and then
installed their mindsets in yourself to fulfill your own dreams. Billionaire Bootcamp transforms your
life instantly and forever by systematically helping you to remove unconscious sources of limitation while
simultaneously layering in the mindsets of these magicians of the material world. You walk away from this
one-week intensive possessing a new level of leadership and financial ability. The breakthroughs you will
have will leave you unstoppable as you move powerfully in the direction of your dreams.
D uring the week long Billionaire Bootcamp you will embody the leadership techniques of the world’s
rich and famous to achieve spectacular results. With the cutting edge techniques of Subconscious
Reprogramming™ and Cognitive Re-Imprinting™ we are as close as we’ve ever come to actually being
able to “download the mind software” of the super successful.
During the training you will learn...
• How to eliminate thoughts and patterns (even ones you didn’t know you had)
• Discover what has prevented you from fulfilling your boldest dreams
• How to transform any and every aspect of your life instantly - and permanently
• How to upgrade the software of your own mind and install the mindsets and strategies of
the super successful for spectacular results
• Subconscious Reprogramming™ processes that will allow you to embody the chosen
beliefs, values, habits and attitudes of billionaires and great world leaders
• How to enrich your interpersonal relationships and live a life of wealth and luxury
And much, much more!
Our Billionaire Bootcamp Trainings fill up quickly every year as more and more people, just like
you act now on their desire to achieve the ultimate in financial success.
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12. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Do you ever find yourself wondering...
What is my purpose in life?
What path can I take to get there?
Imagine if you could feel the richness of love and passion in your heart of knowing exactly what your purpose or
mission was in life while at the same time knowing you have the knowledge and skill and personal mastery needed to
make it happen. That is exactly what you will get during the extraordinary multi-day experience that is Rich Heart |
Wealthy Mind.
You will cast off the ache of wondering, “Why am I here?”, “What is my purpose?”, “What is the right path to get me
there?” Instead you will finally discover and truly know what you were destined to do and be able to map a path that
will let you live your life with passion, richness of experience, joy, wealth and abundance.
You will experience a phenomenal series of subconscious reprogramming techniques and tools to install those beliefs
and habits within yourself to turn your boldest dreams into the reality of your rich life and lifestyle that you desire and
have always truly deserved.
You will learn:
• Exactly what your life’s purpose and mission is and be able to enjoy the richness of experience that it brings
your heart
• To identify, share and create your ultimate Vision for creating the life of your dreams for yourself, those you
love the most and the world
• To step forward on a path of power, wealth and abundance that will lead you to the creation of your wildest
dreams and desires
• Subconscious Re-programming techniques that will enable you to master your mind and behaviors
• How to eliminate fear and doubt so you can move toward your desired future
• How to create and live a step-by-step plan to manifest your destiny and how to stay on track to bring you there
faster than ever imagined
And much, much more!
What is the value of knowing you are living your life on purpose every single day... and what is the cost of not living
your purpose?
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T he Warrior Spirit is a powerful metaphor for qualities of courage, responsibility, conviction, commitment and
passion that you will develop over this intense multi-day experience. You will learn and develop the power to face
any challenge and stand up in the face of any adversity to triumph on a level never thought possible. Whether you
want to achieve in only on a personal level or in your business goals or in all aspects of life: business, personal, health,
financial wealth, family, connection etc… The Warrior Spirit is your path to ultimate victory and a richness of life that
only a few truly live.
T his intense multi-day experience will bring you face to face with the true powerful leader you can become.
Through powerful Subconscious Reprogramming techniques, Cognitive Profiling and experiential training and
games you will learn to embody the leadership qualities and skills of the world’s greatest leaders and influencers.
Y ou will experience a revolution in your business or career communication, negotiation, ability to sell with heart
and passion, influence and persuasion. The true richness of your personal and professional relationships will be
enhanced as you discover old patterns of limitation and replace them with new ways of embracing the true strength
and power you possess.
I n a turbo-charged series of experiential learning games, simulations and processes interspersed with powerful
content and teachings you will be challenged time and time again to truly blast through any limitation and overcome
any obstacle to create a richness of experience, to create the wealth and abundance for yourself and those you love the
most in every aspect and area of your life.
You will be ready to face any challenge, stand up in the face of any adversity and
You will learn:
• How to become a charismatic, magnetic and influential leader
• How to get into the heads of the world’s most powerful, successful or richest people in order to accelerate your
own success
• A powerful process for negotiating any outcome in business or your personal life so that all parties get what
they want
• How to identify limiting patterns of behavior in yourself and others and to replace them with new behaviors to
drive you forward
• How to create or enhance the effectiveness, morale and loyalty of any Team and have them all achieving any
goal or dream through complete alignment of purpose
• An incredibly powerful model for sales that can be applied to personal dreams, beliefs and desires as easily as it
is to your business and career wealth and profit
And much, much more!
The Warrior Spirit is held in limited locations around the world. This training experience is a must for every person in
business and in life. Due to the limited number of times this training is held it sells out quickly.
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14. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Are you ready to step up to the level of Mastery hidden from most?
Do you want to accelerate your success beyond what you ever thought possible?
Are you prepared for the ultimate Presentation Training experience on the planet?
A s a graduate of Christopher Howard’s Platform Skills Intensive™ (Presentation & Platform Skills I) you understand the
powerful transformation achieved at that event and know that the secret to truly creating massive results is to play at the highest
level possible. To do this you must learn and model from the best. Advanced Presenter Immersion™ is your opportunity to do this
at a level usually reserved for only the elite few.
O riginally designed as part of an eighteen month apprenticeship for members of the Christopher Howard Training™ Team this
intensive seminar has compressed the lessons, skills, knowledge and experience into what will be FIVE of the most important
days of your life. Two years of detailed study of video, audio recordings and live performances of Christopher Howard, the
Christopher Howard Training™ Team, many more master communicators and other leaders of the speaking industry has brought
about a depth of training never before seen by the public.
E ach day is designed to immerse you in multiple lessons through education, experience and evaluation.
You will learn...
• How to access any emotional state or resource instantly at any time by utilizing deep unconscious modeling
techniques
• Persuasion, Influence & sales techniques used by the biggest and best in the business
• Advanced Accelerated Learning Techniques to supercharge your Presentations and your Audiences
• How to design and deliver knock-out “Hypnotic Induction Processes”
• Multiple presentation styles that can be adapted to any situation
• Media Presenting Skills
• How to match your image, branding and presentation to create an impactful and impressive package
• Voice production, control & protection
• Behind the Scenes Logistical requirements for Presentations
• How to write your own Bookstores & practice them with interactive Coaching
... and so much more!
Due to the nature of this intensive experiential training, room numbers are extremely limited
and
this event is held ONLY once a year
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15. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Only for the most committed Trainers on the planet
Who want the most advanced skills available anywhere today
And are prepared for the most challenging and focused training experience in the world
Y ou completed the Platform Skills Intensive™ (Presentation & Platform Skills I) and mastered the basic patterns of the best
speakers, motivators and facilitators on the planet.
Y ou are a Trainer, Teacher, Educator, and Coach that deals with multiple people and want to drive yourself to reach your full
potential. Or you want to create that career and life-style and the wealth that it can give you and those you love most. Graduates
of this program will be FASTRACKED to the final application phase of THE TRAINER CANDIDATE PROGRAM and may be
eligible to enter this path to become a Christopher Howard Trainer on one of our stages around the world.
O riginally designed as part of an eighteen month apprenticeship for members of the Christopher Howard Training™ Team
this intensive seminar has compressed the lessons, skills, knowledge and experience into what will be FOUR of the most
important days of your life. Two years of detailed study of video, audio recordings and live performances of Christopher Howard,
the Christopher Howard Training™ Team, many more master communicators and other leaders of the speaking industry has brought
about a depth of training never before seen by the public.
D uring the program you will be presenting many segments from Christopher Howard FAST TRACK to Success™ Programs
including Breakthrough to Success™. Due to the proprietary nature of the content and exercises, you will be asked to sign
confidentiality agreements prior to completing the Training.
You will learn...
• Secrets to Large Audience success
• Keys to Participant Interventions from the Stage
• How to deliver world class demonstrations of Results Technologies processes
• What Archetypes are required for Trainers and how to access them on stage
• Question Answering and Coaching techniques from the platform
• Utilization Mastery - turn anything that happens to your advantage
• How to deal with any problem, feedback or high pressure situation & still create sales
• How to give and receive feedback that makes an instant impact
... and so much more!
Due to the nature of this intensive experiential training, room numbers are extremely limited
and
this event is held ONLY once a year
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16. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
“Education’s
purpose is to
replace an
empty mind
with an open
one.”
-Malcolm Forbes-
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17. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
My Goals For This Training
I am 100% ENROLLED in doing everything and anything I can to achieve my
GOALS from this Program.
I am 100% committed to my Goals and taking the actions NOW I know I can here.
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18. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
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SECTION
1
SUBCONSCIOUS
REPROGRAMMING
“All activity is at bottom imaginal. An awakened imagination works with a purpose.
It creates and conserves the desirable and transforms or destroys the undesirable.”
- Neville
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20. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
A Brief History of Accelerated Change
Instant Wealth:
Wake Up Rich SUBCONSCIOUS 2009
Chris Howard
REPROGRAMMING
Turning Passions
into Profits
COGNITIVE
REIMPRINTING
COGNITIVE
PROFILING
2003
Chris Howard
RESULTS
PRECISION
REPATTERNING
NEUROLOGICAL
REPATTERNING
TECHNOLOGIES
Christopher
2002
Howard
SUBMODALITIES Using Your Brain LANGUAGE
PATTERNS
SLEIGHT OF 1985
for a Change MOUTH
Polya, J.S. Mill
Magic in Action
REFRAMING Reframing TRANCE
INDUCTION META PROGRAMS
1982
Richard & Leslie
Tranceformations Bandler
Applications of
NLP
Roots of NLP NEURO ASSOCIATIVE
CONDITIONING
1980
Anthony Robbins
TOTE MODEL STRATEGIES NLP Volume I Dilts METAPHORS 1980
Galanter Gordon
7 + or - 2
Miller
BEHAVIORAL Frogs Into Princes CHANGE
EYE PATTERNS PERSONAL
PSYCHOLOGY HISTORY
Pavlov
HYPNOSIS HYPNOTIC Patterns I & II EMBEDDED
Milton Erickson LANGUAGE COMMANDS
PATTERNS
REP SYSTEMS
FAMILY THERAPY 1979
Virginia Satir
LINGUISTICS The Structure SYNETHESIA GESTALT THERAPY
META MODEL of Magic I & II PATTERNS Fritz Perls
Watzlawick
1950’s ECOLOGY 1975
Debate about
Bateson &
GENERAL Haley
personal power
and its place in therapy
Bandler Computers,
SEMANTICS Gestalt
Korzybski Grinder Linguistics
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21. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Subconscious Reprogramming
THE ART and SCIENCE of ACHIEVING RESULTS
I f traditional psychology is the study of “What’s wrong? And why?” then the technologies of
Subconscious Reprogramming are the study and practice of “What’s right? And how can we replicate
it?” It is the application of the psychology of excellence; a system of rapid evolution for ourselves,
others and our lives utilizing the most up-to-date life-transforming sciences.
Whether your vision is to improve your personal life and finances, to start or expand a business, to attain
professional success, or to assist others in making major life-changes, you absolutely can achieve your
goals. If anyone has ever produced the kinds of results you want in life and has achieved the kinds of
successes you desire, there is a system to duplicate those results in your life and design the present and
future as you want them. By knowing how to accelerate change within yourself, you can then manifest
your vision in the world, inspire change in others and create the necessary synergistic relationships to
carry that vision forward. Subconscious Reprogramming provides some of the most powerful and
effective tools on the planet to move you to the next level of achievement and expand your spheres of
influence. The possibilities for your life are as endless as your imagination.
What are the steps you need to take to transform your boldest visions and dreams into real results? How
do you take all that you envision in your financial future, career, personal and professional relationships,
and your own personal development, and then accelerate the process to accomplish more than you ever
thought possible? These are the promises of Subconscious Reprogramming. Recent major advances
in the areas of science and technology are impacting the field of human potential. The Subconscious
Reprogramming Technologies are the entire body of cutting-edge tools and techniques, which includes
Neurological Repatterning and Cognitive Reimprinting, that utilize the mind’s and body’s capabilities to
produce real results quickly. Now, as people understand more about how the brain operates, they can also
learn how to utilize its power to create the lives they have always wanted. Subconscious Reprogramming
is about removing all perceived “limitations” in order to gain behavioral options, mental flexibility and
internal power to unleash your potential in any field of life.
It is the nature of humans to do things better, quicker, and faster. Prior to Roger Banister’s achievement,
running a mile in four minutes or less was considered physically “impossible.” When Banister broke
the record, he also shattered the commonly held limitations of people’s thinking. Now high school and
college students match or better Banister’s time every day. The same phenomenon happened when
Chuck Yeager broke the “sound barrier” flying the X-1. Where society (and science) once held the
thought pattern or belief “that could never be done,” people now accept that we are capable of flying
further and faster with the continuing development of technology.
Today, individuals can break through any of their own “barriers” to success and excel far beyond what
they previously imagined possible for themselves. Subconscious Reprogramming produces accelerated
human change by combining the most effective tools of Neurological Repatterning and Neuro Linguistic
Programming with current scientific knowledge of how the mind and neurology define individual realities.
If Neuro Linguistic Programming is like an owner’s manual for the mind, Subconscious Reprogramming
is the owner’s manual for life. Where NLP was founded on modeling behavioral changes, Subconscious
Reprogramming accelerates that transformation and expands upon the processes to model and replicate
success and fulfillment in every area.
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22. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
What is NLP?
NEURO LINGUISTIC PROGRAMMING
N euro Linguistic Programming is a set of specific techniques that deliberately restructure toward
positive functioning the brain’s thinking and the body’s behaviors by aligning the conscious with
the unconscious mind and body. NLP offers highly refined tools to take charge of every area of life in the
most effective way possible to produce results. It enables individuals to proactively design their physical
and emotional responses.
The Three Components of NLP are:
NEURO –
• The nervous system’s taking in of “reality” through the five senses
- Visual (sight)
- Auditory (sound)
- Kinesthetic (touch)
- Olfactory (smell)
- Gustatory (taste)
• Understanding how the body’s and mind’s neurology works to better direct it toward more
effective thoughts and behaviors
• Creating new neurological pathways that break through mental boundary conditions
LINGUISTIC –
• Becoming aware of how communication occurs within self and with others
- pictures
- sounds
- feelings
- tastes
- smells
- internal dialogue
• Using language to guide the mind toward change
• Speaking to others within their particular representational system or their model of the world
PROGRAMMING –
• Understanding the mind is like a computer with thought patterns as the “software,” discovering
what programs are determining current experience
• Using specific tools and techniques to reprogram, upgrade and install new “software” for
optimal high performance
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A Brief History of NLP
A STUDY OF SUBJECTIVE EXPERIENCE
N euro Linguistic Programming is a hybrid science that was developed in the late 1960’s and early
1970’s by computer scientist, Richard Bandler, and linguist, John Grinder. From the combined
perspectives of their respective sciences, they began a study of three therapists with excellent results
transforming their clients’ ways of thinking, feeling and behaving. They modeled Family therapist,
Virginia Satir; Gestalt therapist, Fritz Perls; and Hypnotherapist, Milton Erickson, who legitimized
hypnotherapy as a healing treatment modality accepted by the A.M.A. (American Medical Association).
Bandler and Grinder were looking to discover exactly what transpired in the minds and bodies of patients
at the moment change occurred. They asked what specifically caused the change and how they could
replicate it more quickly and efficiently, without years of therapy.
In addition, Bandler and Grinder examined what was occurring in the minds and behaviors of the therapists
who achieved such great successes with their patients. Bandler and Grinder wanted to describe the steps
of the therapeutic process itself to teach others step-by-step how to achieve the exact same results in
less time. The techniques Bandler and Grinder developed by modeling Satir, Perls and Erickson are so
concise and effective that the behavioral changes that used to take years now can occur within a matter
of hours or minutes. In the decades since its inception, NLP has proved a reliable and fast way for people
to gain control of their minds and, therefore, their results.
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25. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Quantum Reality
INTERAL WORLD = EXTERNAL WORLD
A ll that exists in the external world is raw data, information with no intrinsic meaning. It is the human
mind that ascribes meaning to experience. The unique meaning an individual chooses then affects
their internal state, subsequent behaviors and outcomes. That is why to produce preferred results one
must first understand and master the mind’s Information Filtration System—how external information is
received internally to create experience.
The senses are assaulted with 2 million bits of information per second throughout the course of a day.
Located at the base of the brain, the Reticular Activating System (R.A.S.) is responsible for a number
of functions, including filtering. Filtering is the process of sorting through those 2 million bits of
information per second coming through the sensory input channels. To protect the brain from mental
overwhelm, the R.A.S. must choose quickly what information to let into the conscious mind, and what
simply to store in the recesses of the unconscious. Prior to understanding experiences, individuals have
to internalize external events. To do this, people first take everything in through the five senses. They
then create an Internal Representation of that event (I/R). That I/R is made up of internal pictures, sounds
and sensations, including self-talk and feelings. The senses serve both external and internal functions:
VISUAL – external sights in the world and internal in the mind’s eye
AUDITORY – sounds heard externally and internally, including self-dialogue and voice tonality
KINESTHETIC – sensations felt on the skin (the largest organ) as well as inside the body,
including feelings produced by emotions
OLFACTORY – the odors or fragrances smelled mostly externally; and those smells simulated
by the imagination (i.e.. When someone is so hungry he or she can “smell dinner.”)
GUSTATORY – tastes (also sometimes imagined, as in: “I can just taste it.”)
The external information is then reconfigured as an internal experience. This interpretation of the world
is then intimately linked to an internal “state.” A State is the term for any emotional/physical/mental
state produced within the mind and body, such as a sad state, an excited state, a happy state, a nervous
state, or a totally motivated state. A state could refer to a “state of mind.” Science has demonstrated
that any state of mind also triggers an emotion in the physiology, a specific combination of chemicals
released in the entire nervous system, and throughout every cell in the body. Hence, state refers to a
specific and replicable emotional condition occurring within both mind and body simultaneously.
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26. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Perception is Projection
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27. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Information Filtration Processing
YOUR HIDDEN RULE BOOK
A fter receiving an external experience through the senses, the mind and body then interpret, or ascribe
meaning to, the external event by running it through the internal processing system. This combines
the biological filters of the Reticular Activating System with other more psychologically based Internal
Filters that create a unique subjective reality for each individual. Interrupting and taking charge of these
internal filters is the key to mental, emotional and behavioral mastery.
RETICULAR ACTIVATING SYSTEM (R.A.S.)
In order to reduce the overwhelming amount of information coming in through the five senses, the
nervous system deletes, distorts, and generalizes information. It is those Internal Filters, formed and
maintained by the unconscious mind, that “tell” the Reticular Activating System what information to
sort for—usually those things that confirm an individual’s long-held beliefs and expectations. I call it
the Hidden Rule Book.
Sometimes individuals use this process in a way that robs them of options and, therefore, power. They can
also consciously utilize this function to empower themselves by choosing the way they want to see and
act in the world. This course teaches participants how to create an internal process that is empowering.
By taking more control of a filtering process that would otherwise remain unconscious, people empower
themselves to produce the results they most desire.
The mind uses the following techniques to manage the amount of information registering in the conscious
mind and assimilate it into a cohesive version of “reality”:
1. Deletion
Deleting incoming information is simply the process of leaving out large amounts of data to avoid
sensory overload. Humans selectively pay attention to certain aspects of experience based on their
Internal Filters (discussed in detail below). Because people get what they focus on and can’t experience
what they delete, the experience of life is largely dependent upon what individuals are deleting at any
given moment.
An example of deletion is a person looking at something right in front of his face, as he’s saying, “I can’t
find it!” Or, a woman may not “recognize” a colleague from work at first because he is out of context
at the mall on a Saturday. Because the R.A.S. is not “sorting for” that face in that place or that time, it
deletes the information. Even though the eyes pick up the information, it never becomes conscious.
2. Distortion
As with deletion, the ability to distort is a very important function of the human nervous system.
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28. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Information Filtration Processing
YOUR HIDDEN RULE BOOK
It consists of creating and imagining as well as interpreting or ascribing meaning to a set of data.
Although people may experience or view the “same” event, they will distort or interpret it differently.
Twenty people could witness a performance and each end up with a separate Internal Representation
(I/R) of that event in the form of pictures, sounds and/or feelings.
One example of a distortion is a woman thinking she sees someone she knows who actually turns out to
be a stranger. Or conversely, seeing the “ex” around every corner because he is on her mind.
3. Generalization
The third way to filter information is generalization. By generalizing, humans organize information to see
a theme or overall picture. Generalization is a valuable process because it allows people to remember and
categorize what they have learned. However, it can also lead to sweeping assumptions. Generalizations,
like the other filtration processes, can either benefit or limit individuals because generalizations make
up belief systems. Generalizations may be based on individual experiences as well as on socially and
culturally-related issues such as gender, age, ethnicity, religion, or occupation.
Unfortunately, many people generalize in ways that eliminate choices for them—“I could NEVER
be successful,” or “You CAN’T make money without cheating people.” This is when people use the
generalizing function in a disempowering way.
INTERNAL FILTERS
What people delete, distort and generalize depends on their Internal Filters. Internal Filters determine
what humans focus on, look for, or “sort for,” as well as what is “left out” of their experience of reality.
Internal Filters are created by:
- upbringing
- environment
- significant emotional experiences (SEE)
Internal Filters absolutely determine experience because they are the criteria used to sort the 2 million
bits of information received each second. Together Internal Filters comprise a “mind set.” Yet, most of
these filters—the very things that determine the experience of life—were established so long ago they
are now obscured or completely hidden from awareness. People assume their “reality” reflects an
absolute “truth.” Having minds “set” already a certain way doesn’t allow room for changes or for the
expansion of spheres of influence. How can people expect to get more out of life if they think and act in
the same way they (and possibly their ancestors) always have? One definition of insanity is doing the
same thing over and over again while expecting different results. Those who find they are not achieving
at the level at which they know they are capable, can change their mind set and Internal Filters, and
thereby change their outcomes. Internal Filters include values, beliefs, attitudes, memories, decisions,
language, and Meta Programs.
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29. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Information Filtration Processing
YOUR HIDDEN RULE BOOK
Values
Values are broad concepts that guide decisions in life; they determine what is important, and they are the
foundation of character. Significantly, what the conscious mind deems important is not always the same
as what the unconscious mind values. Values can be detected by what people are attracted to or repulsed
by and by people’s actions. Values determine how humans spend their time. Because individuals have
different hierarchies of values, they experience life differently. For instance, individuals whose top value
is wealth will invest time and effort in that area. Their experience of life will reflect that focus. If some
of those same individuals do not also value honesty, then their route to wealth would be very different
from others who highly value both wealth and honesty.
Recognizing, reprioritizing, or aligning conscious and unconscious values, are major steps toward
getting what one truly wants.
Beliefs
Beliefs are the second set of internal filters. Beliefs are convictions, what is held to be “true” in life. For
instance, if someone believes that she can learn anything that she puts her mind to regardless of age, then
her experience of life is going to be very different from someone else who if he believes he is not that
smart and can’t possibly learn something new.
Beliefs often form the boundary conditions of thinking. Depending on how much individuals are willing
to believe is possible, beliefs can either keep them boxed in or allow them to live a bigger life. Small
possibility thinking has little chance of giving anything other than small results, whereas big possibility
thinking leads to big results. When transformed, beliefs allow people to fulfill their highest potential.
Attitudes
Attitudes are abstract ideas derived from “clusters” of beliefs and values around a given subject. They
comprise “frames of mind,” the glasses through which people see the world, rose-colored or otherwise.
They are often quite hard to pinpoint; therefore, their effects can be insidious. They can distort perspective
positively or negatively, subsequently determining what individuals are able to get out of life. For
example, the person who has a positive attitude toward work and sees it as a place to self-actualize while
creating value for others will have a very different experience than someone with a negative attitude
toward work who sees it only as a necessity to pay bills. Sometimes attitudes are the only things standing
between people and the outcomes they want.
Memories
Memories also filter the current experience of reality. Memories are often the rationale for keeping a
belief, whether it serves a person’s best interests anymore or not. Because the brain tends to categorize
events in relation to previous experiences, both present and future are evaluated and/ or anticipated
based on the meaning ascribed to past events. Yet, memories are only stored, selected snapshots of a
multi-dimensional event that took place. Like an old photograph, the memory itself may be faded or
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30. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Information Filtration Processing
YOUR HIDDEN RULE BOOK
may even be “forgotten” and stored in the unconscious; however, the interpretation of the event is stored
neurologically in such a way that a similar event stimulates the old associations and ascribes the same or
similar meaning to the “new” event. Thus faded memories oftentimes direct what actions people choose
to take, making their behavior primarily directed by the unconscious.
Decisions
If memories perpetuate beliefs, then decisions are the cornerstones of beliefs. First, something “objective”
happens, then individuals make subjective decisions about what to believe about life based on that
“objective” event. For example, two people can have the same experience and make very different
choices based on that experience. Two students in the same class could be told by their teacher they
will never amount to anything in life. One may decide that, because teachers are knowledgeable, the
statement is true. Subsequently, the student never amounts to anything. Meanwhile, the other student
decides to prove the teacher wrong and goes on to become President of the United States of America.
Life in the present reflects all the decisions made in the past. Although most decisions are filed away
in the unconscious mind, they continue to determine current behaviors. Results Technologies™ uses
specific tools to obliterate limiting decisions and anchor new more empowering ones.
Language
Language is also a powerful filter. Analytical philosophers and linguists from Schopenhauer to Muller
have asserted that it is language that allows humans to take their minds to previously unexplored places
and viewpoints. Because language determines what people can think about and how, it also determines
what they can see in the world.
The words people speak, hear and see are translated in their minds as pictures. Since what they focus on
they create, it is worth being conscientious about word usage. For instance, individuals who are looking
to be wealthy need to increase their financial vocabulary. An enlarged financial vocabulary will expand
their view of what is monetarily possible for them in their lives.
Meta Programs
Meta Programs are context-dependent thought and behavioral patterns. They include our awareness
of time, response to challenges and direction of energy. Understanding Meta Programs gives people
more choice over how they choose to function. Recognizing certain Meta Programs in others helps in
predicting people’s actions, providing services, understanding and communicating better with others.
For example, a working knowledge of Meta Programs is invaluable when hiring. Recruiters can derive
an individual’s Meta Programs with a set of questions that will enable them to predict with amazing
accuracy how that individual would behave under stress, how long the candidate would probably stay in
a job, whether the person is good at managing others, etc. In addition, installing Meta Programs is very
important when modeling someone to replicate their results.
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31. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Notes
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Notes
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34. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Time Stream
IN RELATION TO SELF
IN TIME CODING
Description: Classic In Time person has past
behind them, future in front of them and the
Stream of Time runs through their body.
Characteristics:
- Lives in the moment
-
Likes to keep options open
-
Can be chronically late
THROUGH TIME CODING
Description: Classic Through Time person
has Time Stream stretched out in front of them
like a yard stick with the past off to the left
and the future to the right.
C
haracteristics:
Evaluates life linearly through time
-
-
Likes day planners and schedules
-
Very cognizant of time; Chronically on time
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35. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Time Stream
ELICITATION
This Elicitation Script will help you determine the Time
Stream Coding for any individual.
The first step to eliciting someone’s Time Stream is to pre-
frame the concept of the Time Stream by explaining that
people generally do have a spatial awareness of time, and
everyone conceives it differently.
Now if I were to ask you which direction the past seems
like it is for you, I have the sense that you would point in
some direction in relation to your body…
Why don’t you just go ahead and point, so that you
know you know where your past is. It may seem like Person Points
you’re guessing, but just go ahead and point.
Good.
Acknowledging their action
Now you have a past, and I know you have a future,
so why don’t you just go ahead and point, so that you Person Points
know, where the future is?
Good.
Acknowledging their action
Now notice that having the past in one direction and the
future in another
s
ort of implies a stream, or COULD imply a stream...
flowing from one direction to another
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Assumptions for Empowered Leadership
C.R.E.A.T.E.S. Y.O.U.R. C.H.O.I.C.E.S.
C Calibrate on behavior–actions speak louder than words
R Respect the other person’s model of the world
E Ecology of outcomes must be considered and evaluated
A Accept people; change behaviors
T Territory is represented by the map; just as reality is represented by the mind
E Everyone is doing the best they can with the resources they have available
S Signs of resistance are due to a lack of rapport
Y You are in charge of your mind, and therefore your results
O Only feedback–no failure; therefore, utilize everything
U Unresourceful people do not exist, only unresourceful states
R Responses are the best way to evaluate the effectiveness of your communication
C Change occurring on the unconscious level is pervasive and creates long-lasting results
H Having a mission, vision and goals determines your focus, therefore your results
O Outcomes are determined by expectations
I If you help enough people get what they want most, you will get what you want most
C Choice is the desired condition, so design processes to gain more choices, not fewer
E Ecological framework always increases wholeness
S Situational behavioral flexibility increases effectiveness
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37. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Success Formula of Masters
“The secret of success is to fall down four times and get up five.”
- Chris Howard
1. Know your outcome (Strategic Visioning).
2. Take action.
3. Have situational awareness and sensory acuity
4. Exercise behavioral flexibility.
5. Operate from a physiology and psychology of excellence.
6 . Utilize anything and everything to your advantage.
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38. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
State vs. Outcome
PRESENT STATE FUTURE OUTCOME
Have it now Takes time
No steps involved Steps needed to get there
Internal State External Result
Infinite Measurable
Quality Quantity
Stated for self only Stated for self and/or others
Associated Affirmations Dissociated End Step
Cause Effect
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39. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Criteria for Creating Outcomes
W
HEN SETTING GOALS/OUTCOMES:
1. State in the positive
2. Individual must initiate and be able to maintain and cause/manage progress
3. Associate into End Step/Evidence Procedure using heightened senses
4. Dissociate from End Step picture to create drive to reach it
5. Confirm ecology
6. Realize there is more than one way to get the outcome
7. Make End Step realistic, within your realm of possibility, to build confidence for further
successes
8. Make sure outcome increases choice
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40. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Questions to Customize Results
To get the person with whom you are working as clear as possible about what they desire for their future
and customize those results up front, have them:
1. State in the positive.
“What specifically do you want?”
2. Specify present situation and get them associated.
“Where are you now?”
3. Clarify outcome using all senses.
“What will you see, hear, feel, (taste or smell)
when you have it?”
4. Specify evidence procedure.
“How will you know when you have it?”
5. Design it to be congruently desirable;
and increase choice.
“What will this outcome get for you
or allow you to do?”
6. Ensure that it is self-initiated and self-maintained,
in other words, not for someone else.
“Is it only for you?”
7. Put it in context to get clearer overall picture.
“Where, when, how, and with whom
do you want it?”
8. Access all needed inner and outer resources.
“What do you have now, and what
do you need to get your outcome?”
“Have you ever had or done this before?”
“Do you know anyone who has?”
“Can you act as if you have it?”
9. Check that desired result is ecological and
thoroughly congruent.
“For what purpose do you want this?”
“What will you gain or lose if you have it?”
“What will happen if you get it?”
“What won’t happen if you get it?”
“What will happen if you don’t get it?”
“What won’t happen if you don’t get it?”
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41. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Notes
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42. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
CREATE Your Outcomes
C.
R.
E.
A.
T.
E.
It is now ______________________________________________________ (Future date)
and I am/I have ______________________________________________________
______________________________________________________ (End Step).
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43. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Goals to Strategic Vision
It is now ______________________________________________________ (Future date)
and I am/I have ______________________________________________________
______________________________________________________ (End Step).
It is now ______________________________________________________ (Future date)
and I am/I have ______________________________________________________
______________________________________________________ (End Step).
It is now ______________________________________________________ (Future date)
and I am/I have ______________________________________________________
______________________________________________________ (End Step).
It is now ______________________________________________________ (Future date)
and I am/I have ______________________________________________________
______________________________________________________ (End Step).
It is now ______________________________________________________ (Future date)
and I am/I have ______________________________________________________
______________________________________________________ (End Step).
It is now ______________________________________________________ (Future date)
and I am/I have ______________________________________________________
______________________________________________________ (End Step).
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44. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Strategic Visioning
INDUCTION
Before doing the process of Strategic Visioning it’s important to Have the individual CREATE their goal...
write your goal down, and ensure that it meets the CREATE your Coach them to ensure it fulfills the criteria
outcome criteria
Go ahead and step right into the goal, so that you are looking Have them associate into the evidence pro-
through your own eyes, hearing the sounds around you and feeling cedure
the feelings of being right there inside of it
Now if it’s black and white, change it to color; if you need to adjust
Adjust the submodalities
the brightness, just turn the brightness right up; make it most com-
pelling for you
Now step out of the picture, but leave your body in it so that you see Have them dissociate
yourself in the picture
Take that picture in your hands and rise up above the stream of Ask them to rise above the time stream
time
Have them energize with 3 HA breaths
Now, energize that picture with 3 Ha breaths
Float out into the future, until you’re right up above the date where
Have them float out into future
you said this would occur
Drop the picture down into the time stream now
Ask them to insert goal into time stream
Turn and look back off toward the past, and notice that everything
that had to happen for that event to occur is rapidly shifting in the Ask them to look back toward now
stream of time to support it, at the unconscious level
And now, turn and look off toward the future and notice that the Then have them look off to the future to gen-
future is changing as well... it’s brighter, more brilliant and more eralize the change to their own future
alive
And now, knowing that all that is out there waiting for you, come all Ask them to float back to now and into room
the way back toward now and right back down into now and into to reassociate with the present time
the room
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45. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
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46. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Model of Accelerated Change
THE ACADEMY OF WEALTH & ACHIEVEMENT
PRESENT STATE DESIRED STATE
1. GAIN LEVERAGE 4. CHANGE WORK
Behavioral Tasking Anchoring
Precision Repatterning
2. GATHER INFORMATION
Values
Establish Rapport
Submodalities
CREATE Outcomes
Quantum Linguistics
Strategic Visioning
Trance / Hypnotic Language Patterns
The Clarity Model
Strategies
Detailed Personal History OR
Parts Integration
Corporate Needs Assessment
Metaphors
Questions to Customize Results
SPIN PATTERNS
Elicit Meta Programs
Reframing
Elicit Values
Meta Programs
Listen for Presuppositions
Elicit Strategies 5. CLEAN-UP
Representational Systems Ecology
Set boundaries
3. EXPAND POSSIBILITIES Check Parts
Quantum Linguistics
Alignment
Hypnotic Language Patterns
Re-elicit values
The Clarity Model
6. LINK TO FUTURE
Reframing
New Behaviors
Spin Patterns
Fill up Convincer
Strategy Scrambler
7. CREATE A SUPPORTIVE
Trance
ENVIRONMENT
OLD MODEL NEW MODEL
OF THE WORLD OF THE WORLD
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47. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
SECTION
2
READING
AND LEADING
PEOPLE
“Leadership is the capacity to translate vision into reality.”
- Warren G. Bennis
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48. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Reading and Leading People
OUTCOME
Participants will learn three basic skills: first how to observe people using sensory acuity; next how to
create rapport, an instant connection with any person at any time; and finally how to lead that individual
toward a positive outcome.
DEFINITION AND PURPOSE
Sensory Acuity is the ability to observe minute changes in a person’s physiology that are a direct result
of fluctuating internal states. By recognizing these external indicators, one can know when change is
occurring on a mental and emotional level.
Rapport is a deep and unconscious state of trust and responsiveness with another person or people. It
is based on the observation that people who are like each other tend to like each other. Rapport creates a
sense of connection in which all things become possible.
EXAMPLES
Observing eye movement patterns during conversations
Matching someone’s gestures and tone of voice
Experiencing a sense of familiarity with a stranger
Noticing someone’s face go red or pale at the mention of a keyword
APPLICATIONS OF SENSORY ACUITY AND RAPPORT
Detect when someone has completed necessary internal change work
Anchor a positive peak state in anyone
Know someone’s preferred Representational System
Recognize when a prospect is ready to buy
Develop group rapport for dynamic public speaking and training
Maintain connection with all sides while negotiating
Understand responses of others to communications
Get any message across within multiple communication styles
THIS SECTION OF THE MANUAL TEACHES SPECIFIC TECHNIQUES TO:
• Recognize Physiological Changes as they occur
• Match and Mirror to gain Rapport
• Determine Representational Systems based on Language
• Determine Preferred Representational Systems based on Eye Patterns
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49. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Sensory Acuity
“You need to read them in order to lead them.”
- Chris Howard
Having Sensory Acuity allows you to detect internal changes based on external indicators. People use sensory
acuity and rapport skills each and every day, unconsciously. However, our intention here is to make reading
people a conscious process.
It is important as we learn these tools that we don’t add meaning to anything we observe in the initial stages.
Sensory Acuity is often used unconsciously to infer significance from physical cues, body language, tone
of voice and words, then overlay a meaning onto those clues. Sometimes people may correctly infer the
psychological changes occurring simultaneously with the physiological, other times not. Unfortunately, the
meaning people give to other people’s internal changes are often more reflective of the observer’s hidden
rule book of internal filters than the person undergoing the changes. Sometimes two people in conversation
are inferring all kinds of unintended meanings that they are unconsciously picking up, and then not being
aware of how they are allowing their inferences to effect their own state, and therefore their judgment of and
relationship with the other person.
Developing Sensory Acuity is a preliminary skill, a jumping place from which to develop and refine rapport,
communication skills and appropriate responses to other people.
The key to Sensory Acuity is not to assign any specific or personal meaning to observed changes
initially. Instead, simply use those external cues as indicators that the person is having some
internal response.
When necessary, use rapport and communication skills to delve deeper to determine what that
response indicates specifically, and whether it is empowering or based on an internal thought
pattern that is not congruent with that person’s goals.
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50. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Physiology of Internal Change
Five unconscious, external indicators that can demonstrate internal state change:
1. SKIN COLOR Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dark
2. SKIN TONUS (muscle tone) Shiny. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Not Shiny
3. BREATHING RATE Fast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Slow
LOCATION High. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Low
4. LOWER LIP SIZE Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No Lines
5. EYES FOCUS Focused . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unfocused
PUPIL DILATION Dilated. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Constricted
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51. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Rapport
“Anything is possible in the presence of rapport.”
- Milton Erickson
Language was created so humans could communicate more effectively with each other, to get their
point across, right? Then why, with all the words available in any language, do people still have so
many problems communicating? People are always surprised and often frustrated when the meaning
of their message is not understood, even when they have chosen all the right words.
This communication “break-down” is best explained by the study, which indicates:
Communication is
7% Word
38% Tonality
55% Physiology
By developing the skill of rapport, individuals no longer need to rely on merely words to clearly
communicate a message. Rapport is created by using ALL levels of communication to create a bond
of familiarity with a person or group of people. Indeed, the “gift of rapport” far exceeds the “gift of
gab.”
The key to creating rapport is matching and mirroring (discussed in the next section) in
such a subtle and undetectable way that the other person can only recognize the similarity
unconsciously. Deep rapport makes the communicator massively persuasive on both a
conscious and unconscious level.
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52. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Matching and Mirroring
Rapport is established by matching and mirroring.
Matching is doing something the other person is doing, but in reverse image.
Mirroring is being the mirror image of someone. If one person raises the right hand, the person
mirroring raises the left hand.
Matching has a more subtle effect than mirroring, yet mirroring can create deeper unconscious levels
of rapport.
Cross-over Mirroring is mirroring one area of physiology with another, such as breathing rate with
a tapping finger rate.
The following features of physiology, tonality, and words can be matched and/or mirrored to help
establish rapport.
PHYSIOLOGY (55%)
Posture
Facial expression and blinking
Gesture
Breathing
TONALITY (38%)
Voice
Tone (pitch)
Tempo (speed)
Timbre (quality)
Volume (loudness)
WORDS (7%)
Predicates
Key words and phrases
Common experiences & associations
Content chunks
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53. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Indicators of Rapport
There are four key things we can notice that indicate rapport:
1. A color shift
Using sensory acuity you can calibrate and notice a shift in skin color from light to dark.
2. An internal feeling
A feeling of butterflies, or excitement.
3. A question of familiarity
The person may ask you a question such as
“Have I met you before?”
“Are you a Taurean?”
“You remind me so much of my favorite cousin!”
4. Leading
The key indicator of rapport is being able to lead the person
Indeed this is the whole purpose of creating rapport. It is to establish a level of trust and
responsiveness to the point where you can lead the person’s internal representations and
thereby lead their minds and imagination.
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54. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Tonality Patterns
Tonality has a significant influence on the meaning of your communication. It strongly effects how others
respond to your words. It is also one of the most effective areas you can match to build rapport.
The arrows indicate the tone of voice used and its corresponding effect.
W W W. = Question
W W W. = Statement
W W W. = Command
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55. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Representational Systems
All humans process information using Representational Systems. After receiving data through the
five senses (seeing, hearing, touching, tasting and smelling) plus self-talk (internal dialogue), people
translate the external world into an internal blueprint, or Internal Representation (I/R), of “reality.”
The four Primary Representational Systems used to make these Internal Representations are
primarily: pictures, sounds, feelings and self-talk.
A Preferred Representational System is the one a particular individual tends to use more than the
others to create their Internal Representations (I/Rs) of the outside world. While one representational
system is preferred over the others, humans “take in the world” using any or all of these.
Representational Systems:
VISUAL (V) creates and sees pictures
• Represents the largest amount of data simultaneously and instantaneously compared with other
systems
• “A picture is worth a thousand words.”
AUDITORY (A) hears sounds
• More sequential in nature
• Takes more time to process
• Can lend emphasis or contrast to visual images, much like a sound track does to a film
KINESTHETIC (K) experiences feelings internally (proprioceptive) and externally (tactile)
• Purely sensory experiences without evaluations
• Can last even after the visual and auditory experience
• Meta Kinesthetic is an overall “sense” of things, how humans evaluate events with a general
negative or positive value
AUDITORY DIGITAL (AD) listens to self-talk internally
• Secondary interpretation of information; what individuals say to themselves about events
and their meaning
• Summarizes and categorizes experience; uses words to delineate and make sense of things
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56. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Preferred Representational Systems
Some experiences lend themselves better to certain Representational Systems. For example,
experiencing a piece of music would mostly be Auditory (A). However, some people simultaneously
may also see vivid images (V), while others literally “feel” (K) the mood of the piece. Enjoying a
massage may be considered purely Kinesthetic (K), yet some people may be more focused on an
internal, running commentary (Ad) about the experience.
While people operate in all of the representational systems, they will tend to process and rely
predominantly on one system over the others-this is their Preferred Representational System.
Within that Preferred Representational System their behavior is fairly typical. The following
behaviors are clues for detecting which is someone’s Preferred Representational System:
VISUAL
People who are primarily visual operate more from the top half their body—they tend to breathe
from the top of their lungs and speak faster; they stand or sit with their bodies erect and their eyes
up; they sit at the front of their chairs; appearances are important to them, so they tend to be neat and
organized, and are often thin or wiry; they learn and memorize by associating images with ideas; if
instructions are only given verbally, they are more challenged to recall the information; they aren’t
easily distracted by noise; they usually have to see something to capture their attention or interest.
AUDITORY
People who are primarily auditory breathe from the middle of their chests, move their eyes from
side to side, often talk to themselves and are easily distracted by noises; they learn and memorize by
hearing information sequentially; they like to be told how they’re doing on a job and feel loved by
hearing a certain tone of voice or words; they respond to sounds; consequently, they like music and
talking on the phone.
KINESTHETIC
People who are primarily kinesthetic typically breathe from the bottom of their lungs, so their
stomach visibly moves up and down; they move and speak slowly and respond to touch and physical
rewards; they learn and memorize by doing; something has to “feel right” for them to be interested.
AUDITORY DIGITAL
People who are primarily Auditory digital are often listening to inner dialogue in their heads; they
make decisions using a list of criteria; they can use any or all of the other representational systems
but are interested in something when it, “makes sense.”
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57. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Preferred Rep System Test
People tend to use one representational system over another. This becomes their Preferred or Primary
Representational System.
For each of the following statements, please place a number next to every phrase.
4 = Almost always
3 = Often
2 = Sometimes
1 = Almost never
1. I make a choice when:
_____ it feels right to me.
_____ I hear it, and it sounds right to me.
_____ I see it, and it looks great.
_____ I review it, and it fits my criteria.
2. When discussing an issue, I am persuaded by:
_____ how convincing the other person sounds.
_____ really seeing the other’s point of view.
_____ how reasonable the individual makes the point.
_____ my own gut feeling.
3. When I meet someone for the first time, I am impressed by:
_____ the appearance of the person.
_____ how he or she makes me feel.
_____ how articulate or intelligent the individual is.
_____ if what the person says rings true to me.
4. I generally respond to:
_____ sounds, and I am easily distracted by noises.
_____ interesting facts, and I am easily distracted by my own thoughts.
_____ sensations, and I am easily distracted by the way my body feels.
_____ colors, and I am easily distracted by sights around me.
5. When I like a proposal, I tend to say things like:
_____ “Sounds good.”
_____ “Makes sense.”
_____ “Got it.”
_____ “Looks good.”
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58. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Preferred Representational Systems
STEP ONE
Copy the number values from the previous page in the same sequence you wrote them.
1. _____ K 2. _____ A 3. _____ V 4. _____ A 5. _____ A
_____ A _____ V _____ K _____ Ad _____ Ad
_____ V _____ Ad _____ Ad _____ K _____ K
_____ Ad _____ K _____ A _____ V _____ V
STEP TWO
Record each number in the corresponding box then add each column.
V A K Ad
1
2
3
4
5
TOTALS
STEP THREE
The scores in each column will give the relative preference for each of the four
major Representational Systems. The highest total will be your Preferred/Primary
Representational System.
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59. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Predicates
VISUAL AUDITORY KINESTHETIC AUDITORY DIGITAL
appear all ears catch on change
clear deaf concrete chart progress
crystal dissonance feel conceive
dawn harmonize feel out consider
envision hear grasp criteria
focused listen get a handle decide
foggy make music get hold of distinct
hazy question hard experience
illuminate resonate harsh know
imagine rings a bell make contact learn
look silence sense makes sense
picture sound(s) sensitive motivate
reveal tune in/out solid perceive
see unhearing tap into plan
show throw out process
view touch sensible
watch turn around steps
think
understand
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60. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Predicate Phrases
VISUAL AUDITORY KINESTHETIC AUDITORY DIGITAL
An eyeful
Blabbermouth All washed up According to
Appears to me
Clear as a bell Boils down to Afterthought
Bird’s eye view
Call on Chip off the old block Clearly expressed
Catch a glimpse of
Earful Come to grips with Compared to
Caught my eye
Falls on deaf ears Control yourself Describe in detail
Clear cut
Grant an audience Cool, calm, collected Give an account of
Easy on the eyes
Hear me out Feel where I’m Figure of Speech
Eye candy
Hearsay coming from? Fits the criteria
Eyes on the prize
Hear what I’m saying Firm foundations Good point
Flashed on
Heard it all Get a handle on Inner-voice
From another perspective
Heard it through the Get a load of this Inquire into
Get the big picture
grapevine Get a sense of things Know-how
Hazy notion
Hidden message Get over it Listen to myself
Horse of a different color
Hold your tongue Get the drift Mental note
In light of
I hear you Gut feeling On second thought
In person
Idle chatter Hang in there Pay attention to
In view of
Keynote speaker Have a feeling Pros and cons
Just looking
Listen to this Heated argument Relatively speaking
Laid eyes on
Listen up Hold it! So to speak
Look at it this way
Loud and clear Hold on! State your purpose
Look into it
Love the sound of Hot-head To tell the truth
Look it over
that Jump on it Utterly
Looks like
Manner of speaking Keep in touch Verbatim
Make a scene
Pitch perfect Keep your shirt on Well informed
Mental image
Power of speech Lay cards on table Word for word
Mind’s eye
Rings true On the other hand
More than meets the eye
Sound bytes Pain in the neck
Naked eye
Sounds good Pull some strings
Paint a picture
Tattle-tale Sharp as a tack
Picture worth 1000 words
Tongue-tied Sink your teeth into
Saw it coming
Tuned in/tuned out Slipped my mind
See for yourself
Unheard of Smooth operator
See what you’re saying
Voiced an opinion So-so
See to it
Within earshot Start from scratch
Short sighted
Within hearing Stiff upper lip
Sight for sore eyes
distance Stuffed shirt
Take a peek
Topsy-turvy
Tunnel vision
Underhanded
Under your nose
Warm and fuzzy
Vantage point
You feel me?
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61. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
SECTION
3
BEGINNING
SUBCONSICOUS
REPROGRAMMING
“You cannot be in one image and not suffer the
consequences of not being in another.”
- Neville
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62. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Submodalities
TOOLS FOR CHANGE
OUTCOME
Participants will learn how to install new choices, beliefs and habits in self and others by breaking
down Internal Representations into their submodalities then replacing them with new submodalities.
DEFINITION AND PURPOSE
Submodalities are the building blocks of experience. They constitute subcategories within each
primary Representational System modality. For example, the Visual Representational System is made
up of the subcomponents of black or white, bright or dim, moving or still, etc. The ability to describe
an image in more detail gives one the power to break down a thought system and behavioral pattern
into its smaller components. This process creates more choices and control when forming those
Internal Representations and beliefs that determine experience.
EXAMPLES OF SUBMODALITIES
Remembering the sound of someone’s voice as having positive or negative associations with it
Visualizing a future presentation and feeling a tightness in the stomach
Having an internal image of pizza that is so close and colorful, and practically smells real
APPLICATIONS OF SUBMODALITIES
Stop unwanted cravings for certain foods and drinks
Break old habits
Exchange a limiting belief for a more productive one
Create new responses to old problems
Change old unproductive thought pattern into a positive action
Replace an unhealthy behavior or desire with a healthy one
THIS SECTION OF THE MANUAL TEACHES THESE SPECIFIC
TECHNIQUES
• Submodalities Elicitation
• Momentum Pattern
• Response Repattern
• Belief Change
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63. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Subconscious Reprogramming
Any Subconscious Reprogramming Process using submodalities, including the Response Repattern
and the Belief Change, could be considered a pattern interrupt. The techniques involve:
• interrupting an existing neurological link between a trigger and its response
• simultaneously creating a positive association with a new, desired behavior, state or belief.
Shifting the submodalities someone uses to store and code anything—whether a strong, long-held
belief, habitual behavior, memory or state—establishes new neurological pathways that install a
range of new options for responses.
With these simple yet profound Subconscious Reprogramming techniques, extreme emotional
tension or trauma associated with a past event can be released so that the event no longer has an
emotional charge on it at all. Or, certain behaviors can be eliminated immediately and forever, if
desired. For example, people who have been coffee drinkers for decades can not only stop overnight
but also lose all desire for the coffee. Or someone can take a behavior like cold-calling from
something that they loathe doing, to something that they are compelled to do.
SUBCONSCIOUS REPORGRAMMING BY SHIFTING SUBMODALITIES
1. Determine the unwanted state or behavior to be changed.
2. Choose the preferred state or behavior to replace the one being changed.
3. Elicit the Internal Representation (I/R) and their submodalities for both the unwanted and the
preferred.
4. Determine the “drivers,” those critical submodalities that differ between both I/Rs.
5. Change the submodalities of the unwanted state or behavior with those of the preferred.
6. Test and link new response to future.
THE KEYS TO A SUCCESSFUL SUBMODALITIES SHIFT:
• Speed
• Utilize universally generalized experiences.
• Find the “drivers”—the critical submodalities that create the most change when they
are replaced. Drivers are considered the “difference that makes the difference.”
Drivers are always:
Location
OR
Associated or Dissociated
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Intervention Script Notes
WHEN GETTING A PRESENTING PROBLEM
To make sure that you are dealing with the real issue and not just its symptoms or a surface
level problem, ask:
“How is that a problem for you now?”
Make sure to get an affirmative response or a “yes” to the following questions at appropriate stages
of certain interventions before proceeding. This will:
a) align interventions for change
b) create a contrast frame for ratifying change
BEFORE INTERVENTION
To set up the change work about to take place, ask:
“Is it all right with your unconscious mind to make this change today
and for you to have conscious awareness of it?”
et a congruent “yes” response before proceeding. Then ask:
G
“Can you do it now?”
“So you would know if it disappeared, right?”
AFTER INTERVENTION
To ratify change ask:
“So how do you feel now about your ability to
(new behavior stated positively/opposite of the original problem) now?”
To generalize learnings to future situations and pave new neurological pathways, you can future
pace say:
“Now think of some indefinite time in the future where, in the past, that old
problem might have hindered you or held you back and notice what happens
for you now...”
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Response Repatterning
This technique can be used to change someone’s salivary response to certain things. We can change
a like to a dislike and vice versa. We may repattern responses to:
• Food
e.g. Develop an intense distaste for coffee, red wine or ice-cream
• People
e.g. Change a response to a colleague and their idiosyncrasies
• Projects
e.g. Get moving on delayed projects
• Behaviors
e.g. Develop a compelling desire to exercise
Effectively what we are doing is unlocking how someone codes and stores their response to
something at the unconscious level. Once we decipher that, we are able to change it and open up
new behavioral choices for that individual.
The Big Picture of Response Repatterning
If #1 is the item or activity to be changed, and #2 is the item or activity to be changed to:
1. Elicit the SMDs of #1 and #2
2. Change the submodalities of #1 into #2
3. Break state, test and future pace
#1 #2
In class we will be learning the process of response repatterning by changing a team member’s
response to a food that they like, into an intense revulsion or distaste. There are a few keys to be
aware of as we do this:
THE KEY TO RESPONSE REPATTERNING LIKE TO DISLIKE FOR
FOOD
Find one comparable item that:
a) is the same logical type, or has most of the same qualities, as the food that they like,
eg) exchange coffee for castor oil; ice cream for spoiled lumpy milk
and
b) produces the biggest negative response in the client, something extremely disliked
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Response Repatterning
LIKE TO DISLIKE
What is a food that you like but you wish you did not? ind out what food the person likes but wants
F
to dislike.
What is a food that’s of a similar logical type, that you absolutely Decide on a food that is a similar logical
hate? type, but which is repulsive to the person.
Is it OK with your unconscious mind to make this change today and Confirm unconscious alignment
to have conscious awareness of it?
Good. As you think about that food that you like and how you know Have the person bring to mind the picture
you like it, do you have a picture?” that represents the food they like.
Is it black and white or color?...” etc Elicit the submodalities. Speed is the key.
Clear the screen Break state.
Now, go ahead and think of the thing that you absolutely hate, and Have the person bring to mind a picture of
how you know you hate it. Have you got a picture? the repulsive item.
Is it black and white or color?...” etc Elicit the submodalities.
M
ap across submodalities--change the
Script is determined by the SMDs elicited drivers of the liked item into the disliked
item.
You know the sound that Tupperware® makes? Thwack! Lock it
into place Anchor it in place using an auditory anchor.
Do you smell popcorn? Break state.
Now how do you feel about (the item they used to like)? Test:
The next time you have a chance to have ____, what do you do? Future pace:
“
Client will either show strong revulsion
or the affect will be flat. Both new
responses indicate the old pattern has
been interrupted and repatterned.
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Response Repatterning
MOMENTUM PATTERN
KEYS TO A MOMENTUM PATTERN
• Always replace a behavior with a behavior
• Find the right trigger
• Use for behaviors, not non behaviors (eg I don’t get up in the mornings is a non-behavior)
1. licit unwanted behavior. Have the person
E
describe the current behavior or state to be
changed
2. ind the trigger for this behavior or state
F
How do you know it’s time to ______________? or belief
Now, close your eyes. When you think of that (trigger) now, do you 3. licit the Internal Representation (I/R) they
E
have a picture? are currently accessing
4. fter the person gets the picture, do a break
A
OK, good. Now open your eyes state and have them open their eyes
5. ext, elicit the desired behavior
N
How would you like to act instead?
6. et the I/R for this preferred behavior. With
G
When you think of (that behavior), do you a have a picture? their eyes open or closed
We’re just going to adjust some of the qualities of the picture now. 7. ave the person associate into the picture
H
So go ahead and step into it, see it through your own eyes. If it’s temporarily and intensify some of this
black and white, make it color. And turn the brightness up, so it’s picture’s submodalities to create a more
most compelling and most realistic for you. Turn the volume up on compelling desired behavior
the sounds. Notice the feelings that you are feeling, and double the
intensity of those feelings now.
Okay, now go ahead and step out of the picture so you see yourself, 8. ave them dissociate from this picture
H
the ideal you, in the picture.
9. reak state
B
Clear the screen
10. Have them associate back into the old
Close your eyes. Good, now take the picture of (the old trigger) trigger for the undesired behavior. And
and put it back up on the screen. Make sure you’re looking through create the new picture in the lower left hand
your own eyes. Now, as you look at that picture have the new corner
picture of the ideal you, appear small and dark on the lower left
hand corner of the screen of your mind.
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Response Repatterning
MOMENTUM PATTERN
Okay, now in a moment I am going to have you replace the old 11. (Optional) While saying this, rapidly
picture with the picture of your new behavior, not yet, but in a move your hand up from their lower left
moment, and when you do, you’ll have the new picture explode corner to the center in front of the person’s
big and bright on the screen of your mind in place of the other, face and make the sound, “WHHHISSHHT!”
while the old picture will fade and shrink down into your lower
left-hand corner. So, not yet, but when I say “WHSSHT!” you will
have the new picture explode big and bright! Do that now quickly!
WHHIIIISSHT!
“Now clear the screen.” or “Open your eyes” 12.Once the person has experienced this new
picture directly in front, break state
13. Repeat steps 10-13 faster and faster
while dropping off language each time and
continuing to break state between each until
they are no longer able to experience the old
behavior. It should become difficult for the
person to even visualize it anymore on the
screen
So, now when you think about the next time you (experience the
14. Break state, test and future pace
old trigger), what happens? What do you do?
Old Picture
New (PS)
picture
(DS)
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Belief Change
WITH SUBMODALITIES
A B C D
Unwanted Belief no
Universal New belief
belief longer true
PART I: Change the SMD of A into B
PART II: Put the picture of D into the
SMDs of C
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Belief Change
WITH SUBMODALITIES
Can you think of a limiting belief that you wish you didn’t have? 1. Elicit submodalities of belief that the
Good, what is it? individual wants to change. (Belief A)
As you think about that belief now, do you have a picture? Elicit
submodalities
Clear the screen 2. Break state
Can you think of a belief that is no longer true? For example, you
once had the belief, ‘I am a seven year old child,’ did you not? And 3. Elicit submodalities of a belief that is no
do you believe that now? longer true. (Belief B)
So when you think of that belief, the belief that you are a seven year
old child, where is that belief now? Do you have a picture? Good,
what is it? Elicit submodalities
Take that picture of that old belief, and move it on the screen of
your mind... put it right on top of that belief that is no longer true... 4. Change the submodalities of unwanted
and notice that it becomes (repeat SMDs of Belief B) .
belief (A) into the submodalities of the belief
You know the sound that Tupperware ™ makes? Just go ahead and no longer true (B), and lock it into place
lock it into place... thwack.
Clear the screen 5. Break state.
6. Test
Now what do you think of that old belief?
Can you think of a belief which for you is absolutely true? Like the 7. Elicit submodalities of belief that they
belief that the sun is going to come up tomorrow. Do you believe believe is absolutely true. (Belief C)
that? Or that it’s good to breathe? Good, what is it?” (Get
response.) “And as you think of that belief and how you know it’s
true, do you have a picture? Elicit submodalities
Clear the screen 8. Break state. (Optional)
Can you think of a belief you want to have, which is the opposite of
the belief in #1? 9. Have client decide on the new belief that
Good, what is it? (Get response.) And as you think about that they want to have instead. (Belief D)
belief now, do you have a picture?”
Take that picture of that new belief, and move it on the screen of 10. Put this picture of desired belief (D) into
your mind... put it right on top of that belief that is absolutely submodalities of belief absolutely true (C)
true... and notice that it becomes (repeat SMDs of Belief C) .
You know the sound that Tupperware™ makes? Just go ahead and
lock it into place... thwack.” 11. Break state.
12. Test:
Clear the Screen. Now what do you believe? How do you know?”
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Parts Integration
PROCESS SCRIPT
How is that a problem for you now? 1. Identify the conflict and the problem part.
What’s it preventing you from doing that you really want to do? You do not need to find out both parts. You
just need to elicit the problem part and have
them associate to the real problem by asking:
2. Have the part which represents the
I wonder if I could talk to that part of you that’s__________ unwanted state or behavior come out on the
(exhibiting negative behavior) and I wonder if that part would like to hand first: Have client extend chosen hand
come out and stand on one of your hands… would it prefer to stand with palm facing up.
on the left hand or the right hand?
Now if that part were to stand on the hand there, where exactly on 3. Get a V-A-K image of the problem part
the hand would it prefer to stand?
And as you look at that part that’s ____________, who does that part
look like that you know?
And if that part were to say something to you now, what would it
say?
Does that part have a weight as it sits there in your hand?
Now, I wonder if that part realizes that there’s another part that it’s 4. Invite the “opposite number” or “flip side
most in conflict with – the opposite number, the flip side of the coin as of the coin” to come out on the other hand.
it were? … I wonder if that other part would like to come and stand
on the other hand?
Now if that part were to stand on the hand there, where exactly on 5. Get a V-A-K image of the “flip side” part
the hand would it prefer to stand?
And as you look at that other part, who does that part look like that
you know?
And if that part were to say something to you now, what would it
say?
Does that part have a weight as it sits there in your hand?
Alright – I’d like to come back and talk to the part of you that 6. Elicit the highest positive intention of the
looks like (mention the image associated with the problem part), and I unwanted part, separating intention from
wonder if that part could consider for you what its highest intention behavior.
is. What’s its highest positive intention?
Good, _______ (stated intention) for what purpose? Chunk up
IF they start looping... say “all of that for what purpose?” Continue to chunk up until you have gone
To help them through the boundary conditions if they are really stuck through the boundaries and gone at least 2-3
say “You’re right where you need to be… you’re at the boundary levels beyond
conditions, that means you are about to have a breakthrough.” You i. Ensure they are associated to the upper
could then change your language a little and ask “so if you had _______ level word
(most recent words) what’s that get for you? What does that do for ii. Ensure they are not smoke-screening
you? For what purpose – all of that?” iii. They may start to loop a little at the
boundary conditions
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Parts Integration
PROCESS SCRIPT
Now this other part that looks like (mention the image of the “flip 7. Elicit the highest positive intention of the
side” part), and I wonder if that part could consider for you what it’s second part. Chunk up until you arrive at the
highest intention is. What’s its highest positive intention for you?” same word as the problem part.
Are you doing that on purpose? *As soon as the hands start to come together
point it out to the team member/client, by
asking:
Did those two parts realize that they had the same highest positive 8. Point out that both parts have the same
intention for you, which is ________________ (state the common highest intention
word)?
And did they know that by being in conflict they were preventing
you from achieving your highest intention which is _____________?
And would those two parts be willing to work together now in order
to achieve your highest positive intention which is _______________
I wonder could this part (point to problem part), look over at that part 9. Point out resources to assist each in
(point to flipside part), and see some resources it could use in helping achieving highest positive intention
you to achieve your highest positive intention which is____________?
And I wonder if that part (point to flipside part) could look at this part
(point to problem part) and see some resources that it could use in
helping you to achieve your highest positive intention which is_____?
And allow those parts to realize now that they were once part of a 10. Now have the parts notice that they were
larger whole. both once part of a larger whole.
If there are any other parts that would like to join the integration, 11. Ask for other parts that were also once
just have them join in the integration now. part of a larger whole. Have them join in the
integration.
That’s right. As your hands come together, take that integration 12. Allow the hands to come together. Take
inside. the integrated part inside.
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Behavior Replacement Model
PROCESS SCRIPT
Perhaps you would be more comfortable with your feet flat on the Suggest body position that would facilitate
ground and your finger tips lightly on your lap, and go ahead and trance. Break tension between finers and
close your eyes. knees to facilitate idiosyncratic movement of
fingers later on
I’d like to set up a communication signal with your unconscious Set up a signal for “yes” and a signal for
mind and that could be something as simple as a finger movement, “no”
so I want you right now to go ahead and give me a signal for yes,
and it could just be a simple twitching of the finger…. (wait for yes
signal and affirm prior to asking for a signal for no), and a signal for
no, and that could just be the movement of another finger.
___________, I’d like to ask the part of you that is creating the un- 1. Set up unconscious communication with
wanted behavior if it’s willing to communicate with me now. (wait problem and dissociate person from problem
for signal) part
Let’s refer to you as part X and I want to thank you for signaling 2. Acknowledge the part causing the problem
me now.
Part X, I want to acknowledge you for always having acted in
___________ best interest and for having provided benefits for him/ 3. Recognize Part X intent and chunk up on
her in the past. We’re here to assist __________ in creating addi- it
tional choices for his/her life now. Part X, I’d like you to consider,
your highest positive intention….what’s your highest positive inten-
tion? And just give me a signal for yes when you have that.
Now__________, can you take part X to the creative part of you and
have the creative part come up with at least 3 additional choices 4. Create new possibilities/choices using
that will provide you with equal or greater benefit. When you have Part X and Creative Part
all 3 of those additional choices, and only when you have all 3, sig-
nal me with a yes signal.
I’d like to ask part X, if it’s willing to take responsibility for imple- 5. Have Part X take responsibility for new
menting these alternative choices and behaviors
choices instead of the old behavior (yes/no signal)
Yes…. Thank you part X
No …. Part X, would you be willing to use these alternative
choices for a trial period of say 2 weeks and then, if they are
appropriate, continue to implement them beyond that?
Yes …. Thank you part X
No ….. ___________ can you take part X back to the creative
part and generate 3 alternative choices that will provide you
with equal or greater benefit.
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Behavior Replacement Model
PROCESS SCRIPT
Now ___________, go inside and make sure that all of the parts of
you are in alignment with the change you’ve just made. If so, will 6. Establish & ensure congruency with all
those parts signal with a yes signal now? (Wait for signal) Thank parts
you.
Yes…. Thank all parts
No …. Go back to step 4
7. Future Pace and generalize change
Now ____________, can you step out to some indefinite time in the
future where in the past that old problem may have hindered you or
held you back, and notice what happens for you now.
8. Count them back up out of trance state to
As I count to three, you will open your eyes, knowing you have fully waking state
integrated all these
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SECTION
4
COMMUNICATION
MASTERY
“You can have brilliant ideas, but if you can’t get them across
your ideas won’t get you anywhere.”
- Lee Iacocca
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76. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Language Patterns
THE POWER OF WORDS
OUTCOME
Participants will be able to utilize successfully the full power of words, in speaking and listening, to
bring about clarity and change. They will begin to learn to master communication skills to meet any
objective.
DEFINITION AND PURPOSE
Language transports the mind. One can listen for language or use language to define, gain awareness
of and move around within an individual’s model of the world. One can also use language in such
a way as to guide someone’s internal representations, and effect change at both the conscious and
unconscious level.
It is always important to be aware of the power of words in all situations and use them with volition
toward a specific intention.
Language Patterns, the words and sentence structures people use, are indicators of underlying
thought patterns and belief systems. Language Patterns are one of the most powerful tools to create
change work both internally and externally. Words can be used to chunk up from specific to abstract
concepts, or chunk down from abstract to specific language.
Linguistic Presuppositions are the specific language constructs that reveal the speakers mental
assumptions or unique beliefs. Recognizing them and knowing exactly how to assist in restructuring
them is one way to catalyze transformation on conscious and unconscious levels.
EXAMPLES OF LANGUAGE PATTERNS
Cause and effect or complex equivalence statements
Implied blame, as in, someone “makes me” feel bad.
Generalizations that reveal a belief system
Using passive tense to avoid reference to a particular person
Words such as “should” and “must” that indicate a sense of necessity
A sentence that makes one idea synonymous with another
Language that portrays a lot of negative I/Rs
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Language Patterns
THE POWER OF WORDS
APPLICATIONS OF LANGUAGE PATTERNS
Induce a trance state in which a person is receptive to positive suggestions
Create positive new ideas or Internal Representations (I/Rs) in someone’s imagination
Guide the imagination of a business team toward organizational success
Break through boundary conditions to larger realms of possibility thinking
Make specific goals more tangible and compelling, therefore, more likely to occur
Break down presenting problems until they are no longer “real”
Clarify someone’s intentions and beliefs
Dissolve limited perceptions of “reality”
Help a team member to fulfil on their targets through inspiring communication
Establish deeper rapport and, therefore, more profound results and stronger partnerships
Tell a story that changes someone’s life forever
THIS SECTION OF THE MANUAL TEACHES SPECIFIC TECHNIQUES TO:
• Detect Linguistic Presuppositions
• Design Communication to Induce Trance and Communicate Persuasively
• Design Communication for Specificity
• Create Metaphors and Stories for Change
• Use The Clarity Model for Precision Communication
• Directionalize Communication with Frames and Closes
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Linguistic Presuppositions
Here are ten types of Presuppositions that may be present in communication; and what tips you off
to each one. These help you recognize another’s beliefs and model of the world. These markers will
give you clues as to what someone thinks about the world simply by listening to the assumptions
inherent in their language. You can also use them to direct change in another’s perspective or create
new I/Rs in an individual.
1. Existence - Nouns in a sentence
2. Possibility/Necessity - Modal operators, adverbs, verbs
3. Cause - Effect - The words “Because,” “causes” or “makes;” “If...then...” statements
4. Complex Equivalence - The word “means” or implied meanings associated with people places or
things; The verb “to be”: “is”, “are” etc
5. Awareness - Anything that indicates awareness, such as “hear,” “see,” “think,” “feel,” etc.
6. Time - References to specific times or temporal language
7. Adverb/Adjective - Adjectives or adverbs in a sentence
8. Exclusive OR - The word “or” in the sentence or implied
9. Inclusive OR - The word “or” in the sentence or implied
10. Sequential/Ordinal - List of a temporal sequence of events
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Presuppositions vs. Mind Reads
A Presupposition is an assumption of the speaker inherent within the particular words chosen by
them. A Mind Read is when the listener infers or “hallucinates” a meaning based on someone’s
words that is not actually stated.
It is important to distinguish between the two. When you are able to use this tool you will be able
to tell what your co-workers, employees and clients are really saying. “Mind Reading” is a very
common cause of misunderstandings. Since Mind Reads are inferred meanings that are possibly
unfounded, it is essential for effective and powerful communication to be able to detect them. It is
vital for people in leadership roles to be aware when they are mind reading.
Please mark “P” or “MR” next to each sentence depending on whether the statement is a
Presupposition (P) or Mind Read (MR):
1. “I don’t know why I keep eating chips when I know they’re unhealthy for me.”
_____ He eats chips.
_____ He loves the sound of crunching chips.
_____ He knows chips are unhealthy.
_____ He’s obese.
2. “I want to be better at budgeting my money.”
_____ She has money.
_____ She’s never taken an accounting class.
_____ She took accounting and failed.
_____ She feels she could improve her budgeting skills.
3. “I’ll never be a millionaire because I don’t have any special skills.”
_____ He is not now a millionaire.
_____ He believes he has to have special skills to be a millionaire.
_____ He doesn’t have any special skills.
_____ He believes he doesn’t have the special skills required.
4. “My manager treats me differently than the other sales people at the office.”
_____ Her manager treats her worse than everyone else.
_____ She does sales.
_____ She ranks lower in commissions than the other sales people.
_____ She thinks she’s being treated unfairly.
5. “You never tell me how you’re feeling!”
_____ He wants to know how she’s feeling.
_____ He is frustrated.
_____ He wants to leave the relationship but doesn’t know how to tell her.
_____ He believes she has feelings.
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What Are Others Really Saying?
Please state which types of Linguistic Presuppositions are being used in the following statements:
1. “I can’t afford to invest money in my new business because I don’t have enough clients.”
2. “I am hurt because you didn’t call me back.”
3. “They never tell me when I’m doing a good job, so I can’t improve.”
4. “You should stop doing that.”
5. “I can tell she likes me by the way she laughs at my jokes.”
6. “Either she leaves, or I will.”
7. “First you have to make the calls, then we will talk about your raise.”
8. “Do you want to sign these papers before the bank closes or do it first thing tomorrow?”
9. “Stop talking about trying to lose weight and just do it now.”
10. “I really want to change careers but I won’t have any security if I paint full-time.”
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Ask Yourself...
“What’s the question I can ask
that will cause the most positive change
within someone’s thinking, by their having to
accept the underlying presuppositions
inherent in the question itself?”
Words are powerful because they arouse the imagination. Just as important as recognizing language
patterns in others is purposefully using your own words with volition, intention and ecology. To use
language effectively to lead others in the direction of transforming old thought patterns and limiting
beliefs, consider the question above. Then choose your words and presuppositions carefully with the
highest results in mind. Remain aware of the effect words have on creating internal representations;
then intend a specific result.
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Hierarchy of Ideas
FROM ABSTRACT TO SPECIFIC THINKING
PURPOSE
CHUNKING UP
• Move out of boundary conditions
Move from a specific term to the general category.
• Find the intention behind a demand For Agreement, Alignment
• Use to motivate others CHUNKING DOWN
• Gain awareness of structure of a “problem” Move from the specific to the more specific or to the
component parts.
• Discover new options
For Specificity, the “How To”
• Express concept and give concrete
example, or vice versa
• Lead others toward a larger vision BIG PICTURE
• Negotiate Abstraction / Intuitor / Trance
The Structure of Overwhelm–Too Big Chunks
• Create metaphors
Existence
To chunk up, say: To chunk down, say:
“What is this an example of?”
Expression “What are examples of this?”
“
For what purpose...?” “
What specifically...?”
“
What is your intention...?” Art
Carvings Sculptures Paintings Stained Glass Films
CATEGORIES CLASSES
Monet Oil
Picasso Watercolor
Renoir
CHUNKING DOWN TO DETAILS
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Hypnotic Language
PATTERNS
1. MIND READ - Claiming to know the thoughts or feelings of another without specifying the
process by which you came to know the info
“I know you are thinking certain things…”
2. LOST PERFORMATIVE - Value judgments where the performer of the value judgment is
left out
“And it’s a good to think those things you’re thinking...”
3. CAUSE AND EFFECT - Where it is implied that one thing causes another. Implied
Causatives include:
C “makes” E “…makes me feel…”; “If... then...”; “As... then...”; “…because”
“Because it’s those thoughts that you are thinking that are leading you to new insights...”
4. COMPLEX EQUIVALENCE - Equating two things so that their meanings seem synonymous
“And the fact that you’ll be coming to new understandings means that you can take your life
in a new and powerful direction.”
5. PRESUPPOSITION - The linguistic equivalent of assumptions
“...and you can feel even more confident of the shifts you’re making...”
6. UNIVERSAL QUANTIFIER - A set of words with a universal generalization and no
referential index
“And every shift that you make at the unconscious level now...”
7. MODAL OPERATOR (MOPs) - Words which imply possibility or necessity, which form our
rules in life
“...can allow you to choose to do what you know at some level you really must...”
8. NOMINALIZATION - Process or action words (verbs) made static by forming them into
nouns
“...deepen your relationship with your unconscious…”
9. UNSPECIFIED VERB - Lack of specific action indicated.
“And you can...”; “And you are...”
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Hypnotic Language
PATTERNS
10. AG QUESTION - A question added after a statement, designed to tie down responsiveness
T
11. ACK OF REFERENTIAL INDEX - A phrase which does not pick out a specific portion of
L
the istener’ experience; Does not indicate to whom or what it refers
l
“…and one can attain the deepest depths of trance by simply taking a deep breath...”
12. OMPARATIVE DELETION - Where the comparison is made and it is not specified as to
C
what or whom it was made
“That’s the best way to do it.”; “And it’s more or less the right thing to continue drifting as
you are now...”
13. ACE CURRENT EXPERIENCE - Where individual’s experience (verifiable, external) is
P
described in a way so that the statement is undeniable
“Because, think about it...you’re sitting where you’re sitting, listening to the sound of my
voice and thinking those thoughts that you’re thinking.”
14. OUBLE BIND - When only two options are presented assuming one or the other will occur
D
“And I don’t know if that will cause you to make new connections immediately or if the
connections will be made as you...just continue to relax...”
15. ONVERSATIONAL POSTULATE - A question that would normally get a ‘yes’ or ‘no’
C
response, that avoids being a direct commands, yet prompts the listener to take action
“Does that feel like something...you can enjoy doing?”; “Can you take another deep
breath?..and as you do...”
16. XTENDED QUOTE - Draws the listener so far away from the original speaker’s point-of-
E
view they can no longer track perspective; disengages linear logical thought process
“I am reminded of a time I had a conversation with a dear friend who told me that he had
spoken with a child whose father had given him the message that, ‘you can do, be, have and
create anything you desire in life.”
17. ELECTIONAL RESTRICTION VIOLATION - Statements ascribing technically or literally
S
incorrect attributes to something:
“And as your chair beckons you to sink even deeper into it...”
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Hypnotic Language
PATTERNS
18. AMBIGUITY
a) Phonological – Using two words that sound similar
“Consider that you are here and can hear what I’m saying…”
b) Syntactic – Where the function (syntax) of a word has more than one meaning
“And speaking to you as one who knows...”
c) Scope – Where it’s dubious which word is being described
“How easy it can be to relax and speak when you are in a deep trance…”
d) Punctuation – The meaning of the sentence changes based on punctuation or lack thereof
“I want you to tell me, only the things you want to tell me everything you can speak as freely
as you like...”
19. UTILISATION Utilize all that happens or is said
Individual says: “I don’t feel like I can change.”
Response: “That’s right, you don’t feel like you can...change consciously...but it’s your
unconscious where you really change now...isn’t it?”
WEAVING TRANCE THROUGH LANGUAGE
“I know you are thinking certain things...and it’s a good thing to think those things you’re thinking....
because it’s those thoughts that you’re thinking that are the first steps to leading you to new insights
and understandings...and the fact that you’ll be coming to new understandings means that you can
take your life in a new and powerful direction...and you can feel even more confident of the shifts
you’re making...and every shift that you make...at the unconscious level now...can allow you to
choose to do what you know at some level you really must...deepen the relationship with your
unconscious now...and you can...and you are...are you not? Going even deeper, haven’t you been?
And one can attain the deepest depths of trance by simply taking a deep breath...that’s right...and
that’s the best way to do it, and it’s more or less the right thing to continue drifting as you are now...
because, think about it, you’re sitting where you’re sitting, listening to the sound of my voice, and
thinking those thoughts that you’re thinking...and I don’t know if that will cause you to make new
connections immediately or if the connections will be made as you just continue to relax...does that
feel like something you can enjoy doing? Can you take another deep breath? And as you do...I’m
reminded of a time I had a conversation with a dear friend who told me that he had spoken with a
child whose father had given him the message that, ‘you can be, do, have and create anything you
desire in life,’ and as your chair beckons you to sink even deeper into it...consider that you’re here
and can hear what I’m saying and speaking to you as one who knows how easy it can be to relax
and speak when you’re in a deep trance...I want you to tell me only the things you want to tell me
everything you can speak as freely as you like...”
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Hypnotic Language
WEAVING TRANCE THROUGH LANGUAGE
Read the following passage in your best “hypnotic voice” to weave your trance
“I
know you are thinking certain things...and it’s a good thing to think
those things you’re thinking....because it’s those thoughts that
you’re thinking that are the first steps to leading you to new insights
and understandings...and the fact that you’ll be coming to new
understandings means that you can take your life in a new and powerful direction...and
you can feel even more confident of the shifts you’re making...and every shift that you
make...at the unconscious level now...can allow you to choose to do what you know at
some level you really must...deepen the relationship with your unconscious now...and
you can...and you are...are you not? Going even deeper, haven’t you been? And one
can attain the deepest depths of trance by simply taking a deep breath...that’s right...
and that’s the best way to do it, and it’s more or less the right thing to continue drifting
as you are now...because, think about it, you’re sitting where you’re sitting, listening
to the sound of my voice, and thinking those thoughts that you’re thinking...and I don’t
know if that will cause you to make new connections immediately or if the connections
will be made as you just continue to relax...does that feel like something you can enjoy
doing? Can you take another deep breath? And as you do...I’m reminded of a time I had
a conversation with a dear friend who told me that he had spoken with a child whose
father had given him the message that, ‘you can be, do, have and create anything you
desire in life,’ and as your chair beckons you to sink even deeper into it...consider that
you’re here and can hear what I’m saying and speaking to you as one who knows how
easy it can be to relax and speak when you’re in a deep trance...I want you to tell me
only the things you want to tell me everything you can speak as freely as you like...”
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The Clarity Model
FOR PRECISION COMMUNICATION
PATTERN RESPONSE
DISTORTIONS
1. Mind Reading How do you know he’s upset with you?
Claiming to know someone’s internal state.
“He’s upset with me.”
2. Lost Performative Who says it’s bad?
Value judgments where the person doing the judging is left out. According to whom?
“Not speaking up is bad.” How do you know it’s bad?
3. Cause-Effect How does what he’s doing cause you
Where cause is wrongly put outside the self. t
o choose to feel mad?
“He makes me mad.” How Specifically?
4. Complex Equivalence How does coming home late mean
Where two experiences are interpreted as being synonymous. t
hat he’s irresponsible?
“He comes home late. He’s irresponsible.” Has anyone ever been late, yet still responsible?
5. Presuppositions
“If my husband knew how lonely I get,
he wouldn’t do that.”
There are 3 Presuppositions in this sentence:
a) I am lonely a) How do you choose to feel lonely?
b) My husband acts in some way. b) How is he reacting?
c) My husband doesn’t know I get lonely. c) How do you know he doesn’t know?”
GENERALIZATIONS
6. Universal Quantifiers Find Counter Examples
Universal Generalizations such as all, every, never, no one, Always?
everyone, etc. What would happen if you didn’t get it
“I always get it wrong.” wrong?
7. Modal Operators
a) of Necessity a) What would happen if you did?
As in should, shouldn’t, must, must not, have to, need to, What would happen if you didn’t?
it is necessary. Also
“You have to listen.” Or?
b) of Possibility or Impossibility b) What prevents you?
As in can/can’t, will/won’t, may/may not, possible/impossible What would happen if you did?
“I can’t move yet.”
DELETIONS
8. Nominalizations What specifically isn’t working about
Process words which have been frozen in time, making them the way you are relating?
nouns. How would you like to relate?
“Our relationship does not work.”
9. Unspecified Verbs How, specifically? On what specifically?
“She just gave up.”
10. a) Simple Deletions a) With what/whom?
“I am bored.”
b) Lack of Referential Index b) Who, specifically, doesn’t
Fails to specify a person or thing. understand you?
“They don’t understand me.”
c) Comparative Deletions c) Better than whom?
As in good, better, best, worst, more, less, most, least Better at what?
“I want a better husband.” Compared to whom, what?
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Masterful Metaphors
Powerful stories and masterful metaphors are unparalleled in their ability to help lead the hearts and
minds of those around us. Whether it be to inspire and motivate a team inside of an organization, or
to help an individual make profound changes in their thinking, metaphors can function as catalysts
for profound shifts and learnings. They work to displace conscious resistance by dissociating the
listener from the experience and delivering learning through a main character in a story. This will
then pace and lead the listener to their own transformation.
An effective story causes people to dissociate from a behavior or situation, while simultaneously
associating themselves with a character overcoming their problem and achieving the result they may
desire for themselves. The narrative expands their frame of reference, automatically connecting
them to an entire range of possible solutions and inner resources that they were unaware were
available to them prior to hearing the story.
The main purpose of using stories and metaphors for behavioral change is to:
- bypass conscious resistance to change and attachment to a fixed perspective
- offer a broader perspective on a given situation
- lead others to a possible lesson or solution to a problem
- cause learning to be inductive
THE KEYS TO A MASTERFUL METAPHOR
• Make sure to get to the deeper level problem by asking, “How is that a problem for you now?”
Otherwise, the metaphor or story only addresses surface issues and symptoms, rather than the
underlying problem.
• The more unconscious the message, the more profound the effect can be. Deeply embedded
suggestions and solutions cause the person to “own” any revelation and transformation that
occurs. If the storyteller simply states how to solve the issues, conscious resistance is a real
possibility, or the listener may “get” the lesson intellectually, without having it transform
thoughts, feelings or behaviors.
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Masterful Metaphors
CREATING A METAPHOR
1. Elicit information about the individual’s interests, preferences, activities and family or friends who are
important to them who could serve as other characters in the story.
“What do you like or are you passionate about?”
2. Get presenting problem or current situation. If it seems like a surface issue, get closer to the core issue by asking
them,
“How is that a problem for you now?”
Write it down in the client/ team member’s exact words.
3. Send the team member/client away.
4. Determine the best possible solution, lesson or alternative perspective for the person. This may be a mind
read or you may ask the client/team member.
As yourself: “What’s the AHA that they need to get which if they got it would cause the problem to
disappear?”
5. Chunk up on the problem by figuring out in your own mind, what is this issue an example of?
Or what is a broader, more encompassing issue?
6. Take the answer to #5 and chunk laterally on that example by asking yourself, what are other examples of
this same type of issue that pertain to what the client likes or feels is important to them?
7. Select one of these examples as the metaphor, then design a story that can pace the client to an “aha!” as
they relate to the character’s solution.
8. Make sure to build the best positive solution into the ending of the story. Suggestions to accomplish this include:
a. using a character the client can relate to through common interests, values, circumstances, etc. who
discovers previously hidden personal resources
b. using a character in a similar situation who resolves the problem in a way that is positive for everyone
c. possibly using a cautionary tale with the negative consequences of not taking action
9. Call the team member/ client back.
10. Associate the person to the problem
“ A moment ago you told me...
11. Deliver your metaphor
12. After telling story, calibrate the response.
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Frames
FRAMES
Agreement Frame
Establish tone of agreement and respect before stating your point. They are incredibly useful in
negotiation and debate as they displace resistance.
Don’t USE:
“I understand.... but.......”
INSTEAD USE
“I appreciate________, and…”
“I respect that_______, and…”
“I agree__________, and…”
Purpose Frame
Chunk up to reach clarity about the true desire behind the stated need or request.
“For what purpose?”
What If Frame
Expand the listener’s possibilities; gain clarity.
“What would happen if…?”
Positively Stated Frame
Turn any negative statement around to create positive I/Rs;
“Say it how you want it.”
To the Negative Statement, “I don’t want to be broke anymore,” ask:
“So if you aren’t (negative), what will you be instead?”
Positive Reply: “I will be rich!”
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Closes
CLOSES
Conditional Close
Lead listener toward desired outcome by asking a series of questions that achieve commitment each
step of the way.
“Just suppose…”
“So if (these conditions were met), then would that (desired outcome) be okay?”
OR “If I do (X) will you do (Y)?”
Judger Close
Judger’s have a high need for closure. Spell out the process in a dissociated fashion, then associate
them to the process, and leave out the last step, so that they will take action and complete the
expected last step.
“Usually what happens is we will sit down with someone, and look at what is going on for
the company. We will then draft a proposal, the client will look over it and we’ll complete the
paperwork. Now let’s take a look at where we are. We’ve sat down with you and had a look at
what’s going on in your company, and you’ve had a look over the proposal...”
Perceiver Close
Perceiver’s have a high need to keep their options open. Give values that person will have fulfilled if
they take action.
“I know you like to keep your options open, so in order to keep your options open, it’s
important that you take action now...”
Tag Questions
At the end of a sentence, invite affirmative response, which results in tying down responsiveness.
“
This is really exciting, isn’t it?”
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SECTION
5
MIND AND BODY
MASTERY
“Learn to control your emotions or they will control you”
- Christopher Howard
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Anchoring
MASTERING STATES OF MIND AND BODY
OUTCOME
Participants will be able to anchor a specific state in a person at any time.
DEFINITION AND PURPOSE
An anchor is a neurological association or link between a specific stimulus and a response or state.
Anchoring is the process of creating neurological associations by applying a specific stimulus to one
or more of the five senses while the person is in an associated, heightened state. This neurologically
links the specific stimulus and the emotional state. Anchoring provides immediate access to any past
emotional state so that someone can experience that state at anytime that they choose. Anchoring
also occurs unconsciously at those points in life during which a particular stimulus is either intense,
or repetitive or both.
Anchors are created in most people due to:
- Intensity of a state i.e. When an individual is in a heightened emotional state while a specific
stimulus is experienced, the two become inextricably linked.
- Repetition of a stimulus over many hours or days. i.e. A particular experience occurs with
such regularity that the individual links the stimulus automatically to the simultaneously
occurring state.
When a one-time event has sufficient emotional intensity or a stimulus is repeated often enough,
that stimulus becomes inextricably connected to a response within the individual’s mind and body.
Because the stimulus and response are experienced almost simultaneously, an anchor is created.
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Anchoring
EXAMPLES
The most famous example of anchoring is described in the experiments of Ivan Pavlov. Every time
he fed his dogs meat, the dogs would go into a state of excitement and salivate. Each time he fed
the dogs he would simultaneously sound a tuning fork. Pretty soon, just hearing the tuning fork
alone without seeing, smelling, or tasting a meat product stimulated the same response, an artificially
induced state of excitement. The tuning fork became an auditory anchor.
States are triggered by various subtle and overt anchors every day. When drivers see a green light,
they go; in relationships one individual may be skilled at “pushing the buttons” of the other person;
at home hearing a partner’s or parent’s keys in the door may stimulate a sense of dread or delight,
depending on previous encounters. Indeed, anchors can be positive or negative. The purpose
here is to learn how to design and install anchors as tools to a more congruent present and a more
compelling future.
EXAMPLES OF OTHER TYPES OF ANCHORS
KINESTHETIC
• holding a specific fist in a unique way that instantly creates a state of supreme confidence
• one person’s touch always making another person feel romantic (positive anchor) or afraid
(negative anchor)
AUDITORY
• feeling sad every time a particular song plays on the radio, even long after forgetting the
original incident that created the association
• the sound of coins rattling stimulating a vivid recall from childhood of one’s father
VISUAL
• seeing a certain colleague and immediately feeling happy (positive anchor) or angry (negative
anchor)
• looking at a traffic light change from red to green and pressing on the gas pedal
OLFACTORY
• smelling apple pie and suddenly being transported back to childhood and Mom’s kitchen
• passing a fast food restaurant, smelling their product, and immediately feeling the anger from a
heated conversation that occurred during a previous visit
GUSTATORY
• becoming ill from eating a certain food that caused food poisoning several years previously
• associating a certain food with comfort (that first taste of chocolate that causes a sigh of relief)
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Anchoring
APPLICATIONS
APPLICATIONS OF ANCHORING
Access resourceful states in ANY situation
Condition responses in a different way than previously
Choose from a range of emotional responses, rather than reacting automatically
Change any negative association to a positive one, or vice versa
Move from procrastination to motivation
Eliminate existing negative anchors within a relationship
Be in control of one’s emotional state at all times
Design unique, specific triggers to tap into personal power at any time
Create positive associations in others with a particular product or service while selling it
IN THIS SECTION OF THE MANUAL YOU WILL LEARN THESE SPECIFIC
TECHNIQUES:
• State Elicitation
• Anchoring Process
• Resource Anchor
• Collapse Anchor
• Neural Bridge
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Anchoring
5 KEYS TO CREATING POWERFUL ANCHORS
I INTENSITY
T TIMING
U UNIQUENESS
R REPLICABLE
N NUMBER OF TIMES
Anchor
State
INTENSITY
5-15 seconds
TIME
Intensity refers to being in a heightened and associated state at the moment of setting the anchor. The
more intense the state is during the anchoring process, the more optimal the result and the longer the
anchor will last. Powerful communicators use their own state to intensify the clients’ state, making
sure the clients are fully associated (in their own body looking out through their own eyes), and not
dissociated (watching themselves experience the state).
Timing the anchor is important. Use sensory acuity to know when to apply the anchor as a client
goes into a peak state and when to release the anchor before it decreases. Anchoring a state when it is
less than intense, or when it is mixed with another state, produces diminished or confused reactions
the next time the anchor is fired.
Uniqueness of the type of the stimulus is important in order to establish an anchor that endures.
Choosing a common area for a kinesthetic anchor (touch), like the palm of the hand, causes a dilution
of the anchor every time someone shakes the client’s hand. Effective, unique locations include behind
the ear, on the side of the arm, on a knuckle, or on the top of the shoulder.
Replicable refers to the ability to fire the anchor in the exact same way as it was set. A kinesthetic
anchor needs to be accessible; don’t apply a stimulus where the person can’t reach, like the center of
the back! An auditory or visual anchor—like a phrase said with a specific tonality or a look made a
certain way—may be used if the stimulus is replicable, or it may not trigger the desired response.
Number of times the anchor is set determines how deeply the neurological link is established. The
more an anchor is repeated, the stronger it is later when fired, and the longer it lasts.
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State Elicitation
PROCESS SCRIPT
While the best states to anchor are intense naturally occurring states, it is often useful
to have individuals recall powerful states as well.
THE KEY TO ELICITING A STATE IS TO:
• Be totally in that desired state while eliciting in the other person
1. Establish rapport then get into
the desired state being elicited
using tonality and physiology,
appropriate to that state
Can you recall a time when you were totally (desired 2. Associate the person back into the
state)?
past event (and STATE)
D
o you remember a specific time?
A
s you go back to that time now, go right back to that
time, float down into your body and see what you saw,
hear what you heard, and really feel the feelings of being
totally ______________!”
3. Calibrate the person’s state using
sensory acuity to gauge when the
peak of that state has been
achieved.
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Anchoring
STEPS TO ANCHORING
RECOMMENDATIONS FOR ANCHOR LOCATION
1. Easily accessible, in the case of a resource anchor so that someone can fire it at any time
2. A unique spot, unlike a palm or fingertip or chin that gets touched so often as to be
ineffective
STEPS TO ANCHORING
1. ASSOCIATE INTO AN INTENSE DESIRED STATE
When getting someone associated into a state, It is vital that the feeling is intense. The most
powerful option is a spontaneous, present state; less intense is a recalled past state, and least
intense is an imagined state.
However, all of the following options can work if the person is fully associated:
Spontaneous present state—Whenever a person is in a naturally intense state,
like absolute elation and excitement while flying in a balloon for the first time, that
individual is already associated, and that’s the best time to create an anchor. Creating an
anchor in that peak moment will make that state accessible any time in the future.
Recalled past state—If the person has experienced the desired state before, knows
how it feels, but is not currently feeling it, the state must be induced. Use the State
Elicitation Script to have the person remember the most recent or most intense
experience of the state and re-associate back into it, as if it is happening in the present,
and the individual is in the experience with full sensory awareness.
Imagined—If the person claims to have never experienced the desired state, assist
the client in constructing the state using mind and body, engaging all the senses. It is
especially important for the coach to model the state and express it through physiology,
tonality and words.
“Can you remember a time you felt totally (desired state)? Do you remember a specific
time? As you go back to that time now, go right back to that time, float down into your
body and see what you saw, hear what you heard, and really feel the feelings of being
totally ______________!”
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Anchoring
STEPS TO ANCHORING
2. APPLY A SPECIFIC STIMULUS AT THE PEAK OF THAT STATE
To create the strongest possible anchor, elicit the state and apply the stimulus several times
by repeatedly evoking intense states. After the initial state has peaked and the client has
returned to the present, wait a moment, then associate the person into another time he or she
experienced that desired state—preferably a recent time. Or, ask the individual to recall “the
last time” the state occurred. Use the script:
“Now can you remember another time you felt totally (desired state)? Do you
remember a specific time? As you go back to that time now, go right back to that time,
float down into your body and see what you saw, hear what you heard, and really feel
the feelings of being totally ______________!”
As the person begins to reach the height of intensity, and before the intensity starts to
decrease, anchor that state for 5-15 seconds by applying a firm kinesthetic stimulus to an
accessible area such as a knuckle, shoulder or behind the ear.
3. BREAK STATE
After repeating this step enough times to create a solid anchor, break state. Change the
subject, ask the person to “clear the screen,” or instruct the individual to take a deep breath.
4. CALIBRATE AND LINK NEW RESPONSE TO FUTURE
Now the person gets to experience the power of the new anchor! After the break state, the
client is distracted and no longer in the peak state. Test the anchor by firing it off and calibrate
the response. You should be able to see the client slip right back into that heightened state,
either by observing a physiology of excellence, a big smile, or a flushing of the skin.
Next, have the person imagine a time in the future where in the past he or she would have
wanted to access this state—for example, a future job interview in which the person in the
past would have normally felt anxious. As the client associates into a scenario where anxiety
would have been the previous, expected response, fire the anchor and observe what happens.
Then ask, “How do you feel about the situation now?” If the anchor has been set enough
times in an intense enough state, the individual will experience a totally new empowering
response.
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Resource Anchoring
STACKING ANCHORS
Creating a Resource Anchor is a process of anchoring a series of resourceful states onto the same
spot; this creates one Resource Anchor, available to trigger an absolutely empowered state in any
situation. Through anchoring you can feel anyway you choose right now!
POSSIBLE RESOURCEFUL STATES TO STACK
“Can you recall a time when you felt…
…totally powerful!
…totally playful!
… totally loved!
…you could fall down laughing!
…massively confident!”
S
TEPS TO SETTING A KINESTHETIC RESOURCE ANCHOR
1. Choose a series of states that are particularly positive triggers for the individual.
2. Choose a unique spot to be the Resource Anchor location, accessible in any situation naturally.
3. Anchor the first state a number of times using each step of the Anchoring Process.
4. Stack the next state on this same spot with the same process.
5. Continue eliciting each of the other 3-4 empowered states repeatedly, anchoring them in the
exact same place.
6. Link the new resource anchor to the future
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Collapse Anchors
The Collapse Anchor involves taking an existing negative state and engulfing it in a positive
state until the negativity dissolves completely. The process causes an old negative trigger to be
neurologically linked to a more resourceful state, thereby neutralizing its old negative association.
An individual can collapse a negative anchor for oneself or another person.
This process is extremely useful for when an external stimulus such as a place, person or situation
causes an individual to go into an unresourceful state. For example, people who always get angry in
traffic can neutralize that trigger within a positive state of amusement and falling down laughing; the
next time they encounter traffic where they used to feel angry, the “negative charge” will disappear,
or feel “flat.” They may even be amazed to find themselves smiling and enjoying the journey for
no apparent reason! Other examples may include the salesperson who becomes nervous every time
they visit a particular client, or the manager who flies off the handle every time they encounter a
particular employee.
KEYS TO A COLLAPSE ANCHOR
• Make sure the positive state(s) anchored are stronger than the negative
• Only have the person access a negative state as long as it takes to set the negative anchor
once.
• NEVER STACK A NEGATIVE ANCHOR
STEPS TO A COLLAPSE ANCHOR
1. Choose a negative state to eliminate.
2. Choose the powerfully positive state(s) needed to replace the negative.
3. Elicit and anchor the positive state(s) on one knuckle (preferably at least 5 times. This could be
one state 5 times, or 5 states once each, or a mix!)
4. Break state.
5. Elicit and anchor the negative state on the next knuckle (once only)
7. Break state.
8. Fire both simultaneously until integration is complete.
9. Release the negative anchor, while continuing to hold the positive anchor.
10. Release the positive anchor 5 seconds later.
11. Test
“So the next time you (encounter the trigger) what happens?”
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Neural Bridge
ADVANCED ANCHORING
A Neural Bridge, or Chain of Anchors, takes someone from one state to another when there is a
wide distance between the beginning (undesired) state and the end (desired) state. It consists of a
series of closely linked kinesthetic anchors that can move anyone from:
• Procrastination to motivation
• Fear to confidence
• Anger to playfulness
• Frustration to calm
• Feeling stuck with no options to being excited about all possibilities
This technique creates a bridge from one negative, habitual way of reacting in a given situation
to a more resourceful set of choices. The process actually installs a conditioned association in the
neurology from the original negative state directly to the empowered one, the last state on the chain.
The chain of anchors could be placed on a set of knuckles or up the arm, somewhere closely
neurologically linked. Eventually neither the original anchor nor the chain will have to be fired
again. The undesired state will automatically serve as a trigger to link up to the newly installed
emotional strategy and desired behavior.
KEYS TO CREATING A NEURAL BRIDGE:
• Design the chain to suit the steps that are most effective for the individual.
• Use the specific “key words” provided by the client. If someone, for example, says she would
definitely move off of procrastination if she got extremely “disgusted” or “frustrated,” then use
“disgust” or “frustration” as the second link in the chain.
• The first intermediate step (the second link in the chain) is often “away-from” motivated;
away-from motivation may be used initially to propel a previously stuck person toward a
positive outcome.
• Continue to design the chain, using “toward” motivation, once more elicited from the client,
for the third state in the sequence.
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Neural Bridge
BRIDGE DESIGN & STEPS TO NEURAL BRIDGING
BRIDGE DESIGN
1. Decide the first and last state
2. Criteria for intermediate states
• First intermediate state can be away from motivated
• All intermediate states must have movement.
• What will be a sufficiently intense state to move the chain onto the next state?
• Good to use modifiers
• Second to last state must be toward motivated
• The state should be self-initiated
• Should NOT be how they already do it
• Should be a natural progression
• Avoid major negative emotions
STEPS TO A NEURAL BRIDGE
1. Choose the undesirable state the person wants to change.
2. Choose the desired end state.
3. Identify 2-3 states in between that can be utilized to successfully create movement from one
state to the next.
4. Elicit each state and stack each anchor separately on the individual knuckles (at least three
times each, even away from states).
5. Break state between each separate anchor.
6. Test each stacked anchor separately.
7. Chain states to each other by firing the 1st state. When the first state peaks, fire the 2nd anchor
simultaneously, then release the 1st.
8. Hold 2nd anchor. When 2nd state peaks, fire the 3rd anchor simultaneously; then release the 2nd.
9. Hold 3rd anchor. When 3rd state peaks, fire the 4th anchor simultaneously, then release the 3rd and
hold onto the 4th, until the 4th peaks then release the 4th.
10.. Break state.
11 Test by touching the 1st knuckle and firing the 1st link in the bridge. The subject should chain
through all the states and wind up in the desired state.
12. Break state.
13. Future pace by asking,
“Can you think of a an indefinite time in the future where in the past you may have
experienced that old state, and notice what happens for you now.”
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SECTION
6
STRATEGIES
“Our habits determine our destinies.”
- Chris Howard
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Strategies
RECIPES FOR SUCCESS
OUTCOME
Participants will be able to understand how people use strategies for everything they do. They will
learn to discover, fulfill, change, and install strategies for themselves and others.
DEFINITION AND PURPOSE
A Strategy is a sequence of internal and external processes that occurs in the mind and body that
consistently produces a particular result. It can also be described as a specific pattern of thoughts and
behaviors that leads to a predictable and replicable outcome. When a person is getting undesirable
results and is willing to change a behavior, the first step to changing the result is becoming aware of
the strategy that produces it.
To use an analogy, a strategy is like following a recipe to bake a cake. Specific steps must be
followed in a certain order to produce the desired cake. First might be gathering the necessary
ingredients, bowls, and utensils. The order in which the carefully measured ingredients are combined
is important as well. For instance, putting the mixing bowl in the oven instead of putting the mix in a
pan, or adding ingredients after baking the mix will produce substantially different results. Similarly,
in life some strategies are recipes for success while others are recipes for failure.
Strategies can be external or internal. An external strategy could be a gymnast who learns and
perfects a certain sequence of steps and muscle movements that leads to a perfect performance.
An internal strategy could be a sequence of negative thoughts that leads inevitably to a state of
depression.
Behaviors, states and outcomes arise from three types of strategies:
Micro-strategies usually take a matter of seconds. They are the exact order and sequence
of steps a person uses unconsciously to produce a certain result, like making a choice to buy
something or feeling attracted to someone. Eliciting a micro-strategy can provide extremely
precise information about how to replicate a chosen result. For example, we could elicit and
model the creativity strategy of someone whose creative results we admire.
Macro-strategies are the actions people take in a general area of their lives. For example,
Richard Branson has strategies for leading the Virgin Companies that includes creating a fun
work atmosphere, hard-edged negotiating, and fostering the entrepreneurial mind set in his
employees. Milton Erickson had strategies for achieving personal transformation with his
patients that included conversational hypnosis, rapport, and metaphors.
Meta-strategies are the overall philosophies that cause people to choose all of their other
strategies. For instance the meta-strategy of Richard Branson may be something like a pursuit
of fun and adventure.
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Strategies
EXAMPLES
We have strategies for every action or behavior.
Managing
Being disciplined Getting a job
people
Being late Getting sick
Parenting
Being punctual Getting up in the morning
Playing sports
Being wealthy Laughing
Sleeping well
Eating Learning
Speaking in public
Falling in love Listening
Staying motivated
Feeling angry Making a decision
Staying health
Feeling confident Making a sandwich
Thinking about money
Feeling depressed Making love
Working
APPLICATIONS OF STRATEGIES
Understanding strategies provides a basis to:
Change personal strategies and, therefore, results
Assist others to change strategies that no longer serve their best interests
Elicit the strategies of role models and install them (in self or others) to produce similar outcomes
Utilize another’s strategy to communicate and lead that person more effectively
Model those who are producing desirous results
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Strategies
THIS SECTION OF THE MANUAL TEACHES SPECIFIC TECHNIQUES TO:
• Discover Strategies with Eye Patterns
• Elicit Strategies
• Design new Strategies
• Install Strategies
• Fulfill a Strategy
First of all, it is important to understand that all strategies are “effective.” When people follow the
same pattern, they achieve predictable results. The neurology in mind and body communicating
effectively so that certain behaviors and attitudes produce specific results. The question becomes, are
they the desired results? Is the strategy running the person? Or, is the person running the strategy?
Therefore, rather than being concerned with the effectiveness of strategies, the focus here is on
whether strategies “empower” or “disempower” the individual.
While some strategies are recipes for success, others are sure-fire recipes for failure. Sometimes
people follow the same directions inside their minds and bodies that create exactly what they don’t
want. Becoming conscious of strategies provides new opportunities to design alternative strategies
that produce positive results. In addition, individuals can learn to embrace the empowered strategies
of the people who are producing the results they want for themselves. Then full integration of those
strategies occurs during the processes of Neurological Repatterning and Cognitive Re-imprinting.
It is important to note that just because people employ most strategies unconsciously this does not
mean that they cannot be changed. The first step is becoming consciously aware of how a strategy
runs. It is then that each person can choose whether he or she wants to keep or change a strategy
based on whether it is producing a desired outcome. A strategy can always be changed, and then
changed again to achieve a different result. In other words, when current behavior is not producing
the intended results, people design and install a new, empowered strategy to produce a different
outcome.
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Strategies
Sociologist Dr. Morris Massey asserts that the modeling period occurs from ages seven to
fourteen.
0 - 7 years old Imprint Period
7 - 14 years old Modeling Period
14 - 21 years old Socialization Period
Modeling and learning never has to stop! Because strategies are learned behaviors, people
can reinforce a preferred strategy, or learn a new strategy, for any aspect of life at any time in
the life cycle.
For example, role models of excellence for business, coaching, wealth, relationships,
physical health, selling, decision-making, leadership and communicating abound. Individuals
need only elicit and install whichever strategies will serve their goals, and they can achieve
the same results in a fraction of the time that it took the original expert to do!
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Strategies
ANATOMY OF A STRATEGY
An internal structure exists behind every experience. In other words, for every action, a systematic
activity occurs in the brain’s and body’s nervous system. Through the five senses the nervous system
deletes, distorts and generalizes a tremendous amount of information every single moment just
so that humans can organize thoughts and perceptions. That filtration mechanism generates and
maintains habitual neural patterns, or strategies, for responding to any situation without having to
think too much about it each time it occurs.
All overt behaviors are manifestations of the order of thinking that preceded the specific action,
whether conscious or subconscious. On a day-to-day basis, in fact, most strategies are, of necessity,
largely a function of the subconscious mind!
By adulthood, most behaviors and thought patterns were learned so long ago and have been repeated
so often that people no longer are aware consciously of how they do what they do. Consider morning
rituals, for example. Most individuals, upon awakening, have a certain way of preparing that gets
them out the door at approximately the same time each morning. Others have a series of habitual
behaviors that almost always “make” them late; in other words, they have a strategy for being late,
which they could choose to change to one for being on time.
Within this strategy for always being on time, individuals also operate other micro-strategies that are
uniquely their own for each separate activity—showering, brushing teeth, getting dressed, preparing
food, driving to work, and so on. This saves time and energy. If the act of driving a car was not
already incorporated into the subconscious, commuters would have to spend tremendous time and
energy each day figuring out how to navigate their cars to work. They would never have enough of
their conscious minds left to imagine the future, for example, because they would be too busy re-
learning which muscles to use to push the gas and brake pedals and steer the car, for example.
So, for the most part, it is helpful that people utilize most strategies unconsciously! However, it is
not helpful when the strategy’s results are undesirable; then people are like machines on automatic
pilot or out of control. Learning about strategies is all about increasing behavioral choices so
individuals can create the lives they want.
Learning a new language is an example of a conscious strategy. To learn French, for example,
students need to model consciously the way others speak the language. The first step involves
learning some vocabulary, what words mean and how to pronounce them. Other steps include
modeling the syntax of French, its strategy for word order within a sentence.
Besides using strategies for external activities, humans also have strategies for internal states, such
as depression, confidence, anger, motivation and creativity. One goes through some predictable
steps to arrive at any one of these emotional states. When the neurons in the brain repeatedly travel
the same pathway, they repeatedly produce the same results. For strategies formed when people are
young, the corresponding neural pathways can become so deeply entrenched that the behavior seems
automatic, as if individuals have no conscious choice over their own behaviors. This simply is not
true.
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Strategies
MODALITIES + SEQUENCE = STRATEGY
The following are all the possible combinations of modalities that can occur in sequence
to produce a strategy.
INGREDIENTS External Constructed
Visual Remembered
I
nternal
External Constructed
Auditory Remembered
I
nternal
External
Constructed
Auditory Digital I
nternal
Remembered
Tactile
External
M
eta
Kinesthetic
I
nternal Constructed
Remembered
Proprioceptive
External Constructed
Olfactory Remembered
I
nternal
External Constructed
Gustatory Remembered
I
nternal
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Strategies
Learning about how strategies operate creates options. People now can model and install new,
improved strategies at any point in their development for anything they choose! In addition,
individuals can elicit other people’s strategies to assist them to install more effective ones that
transform their lives. They can also utilize strategies to model others’ successes.
To create a particular experience, behavior or state, the mind has limited options because each
thought is made up of pictures, sounds, feelings, and self-talk. Thoughts are produced by various
combinations of visual, auditory, kinesthetic, auditory-digital, olfactory and gustatory stimuli.
V [visual] create and see pictures
A [auditory] hear sounds
K [kinesthetic] experience feelings
Ad [auditory-digital] hear self-talk
O [olfactory] smells
G [gustatory] tastes
The parts of each strategy consist of a sequence of these representational systems that form a
correlating result. For example, many romantics assert that attraction is instantaneous. However, if
they were to describe the steps they took to develop an attraction for someone, they might discover
a pattern such as: first, seeing the person (V), next, getting a good feeling about the individual
(known as a Positive-K), then talking to themselves about that person (Ad). Once admitting to their
attractions, these romantics would in all likelihood begin a separate strategy for attracting that
person.
A Synesthesia is when two representational systems are so closely linked or associated within
the neural network that they are experienced simultaneously. A synesthesia can be empowering or
disempowering within a strategy. In a fighter pilot a V—K synesthesia might be beneficial; the pilot
can see (V) and act (K) almost simultaneously. Or, a woman might see (V) a man and sense (K)
danger immediately. On the other hand, a disempowering synesthesia occurs when someone looks
at food (V) and immediately feels compelled to eat it (K); such a strategy can leads to ill-health and
obesity. People with gambling problems oftentimes have a K—Ad synesthesia: feeling restless or
bored (K), the gambler automatically decides to gamble while thinking, “Just one more time, and
I’ll stop.” (Ad). Financial problems may arise when buying strategies are out of control. A V—K
synesthesia buying strategy is seeing it (V) equals having to have it (K). One solution to such a
synesthesia is an auditory-digital (Ad) check between the visual and kinesthetic steps. People with
the previously problematical buying strategy would learn to ask themselves before buying anything,
“Is this a good investment?”
Language patterns can often reveal synesthesias. When someone says, “I have to see if it feels right,”
that individual may not be able to separate V—K.
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Strategies
T.O.T.E. MODEL
First formulated in Plans and the Structure of Behavior published in 1960 by George Miller, Eugene
Galanter and Karl H. Pribram. T.O.T.E. stands for Test, Operate, Test, Exit which is a sequence based on
computer modeling.
TEST OPERATE TEST EXIT
Input
Set or access Access or Compare or evaluate
the criteria for gather the data in respect to
the desired state the data the criteria
1. The first Test is a cue or trigger that begins the strategy.
It establishes the criteria “fed forward” and is used as a standard for the second test.
2. The Operation accesses data by remembering, creating, or gathering the information
required by the strategy from the internal or external world.
3. The second Test is a comparison of some aspect of the accessed data with the criteria
established by the first test.
The two things compared must be represented in the same representation system.
4. The Exit, or Decision Point, or Choice Point is a representation of the results of the test.
If there is a match, the strategy exits.
If there is a mismatch, the strategy recycles.
5. The strategy may recycle by
a) Changing the outcome or redirecting the strategy.
b) Adjusting the criteria, chunking laterally or reorienting.
c) Refining or further specifying the outcome.
d) Accessing more data.
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Questions to Elicit Strategies
USING THE T.O.T.E. MODEL
TEST
“What let you know it was time to decide?
When did you begin deciding?
How did you know it was time to decide?
OPERATE
How did you know there were alternatives?
How do you generate alternatives?
TEST
How do you evaluate alternatives?
What has to be satisfied in order for you to decide?
EXIT
How do you select which alternative to take?
How do you know (or what lets you know) that you have decided?”
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Empowered Strategies
Knowing the criteria for an empowered strategy allows you to ask very specific and directed
questions about a client’s current strategy to detect how you might be able to assist them in creating
positive behavioral change.
Remember: If there is no problem, there is no reason to change a strategy. Only in the case of there
being a problematic result should one explore the following. The lack of any one of these criteria for
an empowered strategy could point to the potential source of the problem.
EMPOWERED STRATEGY CRITERIA
1. Preserves positive and eliminates negative consequences
2. Has a well-defined representation of outcome
3. Uses all three (3) of the Major representational systems
4. At least three points in every loop; so not a synesthesia
5. Every loop includes an exit point
6. Externalizes as behavior
7. Uses least number of steps to get the outcome
8. Logical sequence with no steps missing
9. Has the internal and external sensory modalities to get desired outcome
10. Minimizes negative feelings, or modal operators of necessity
HOW AN EMPOWERED STRATEGY FUNCTIONS
1. Strategy has a trigger which starts the process and carries with it the final criteria
2. Operates within present state to bring it closer to the desired state
3. Has a decision point which determines the next step based on congruence or lack of
congruence
4. Exits at desired state or outcome
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Motivation Strategies
TOWARDS AND AWAY FROM MOTIVATION
There are two types of motivation: toward and away-from. Both can be highly effective in getting
someone motivated for different reasons at different times. Here are the differences:
Toward motivation
• Being moved forward toward a goal or reward, a positive feeling, a picture in mind;
• Tends to get more consistent results over time than away-from
• Potential problem with being too toward-motivated is not being willing to do the necessary
yet unpleasant tasks required to reach the positive goal
Away-from motivation
• Being moved forward because they want to move away from something else they don’t
want, something associated with a negative feeling
• Can provide a very strong initial impetus to take action
• Potential problems with being too away-from motivated:
* waits to take action until things get bad enough
* more stress associated with the goal and taking action
* overall results are inconsistent because once the goal is achieved the impetus for
continuing to stay motivated is gone
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Motivation Strategies
CREATING EFFECTIVE MOTIVATION STRATEGIES
The Keys to an effective Motivation Strategy are:
• Replace away-from with toward motivation.
• Voice (A or Ad ) is a positive tonality using modal operators of possibility, instead of
necessity since “shoulds” and “have tos” are more associated with away-from motivation.
• Stay focused on the positive outcome and its consequences (how’s it going to feel, look,
sound…), rather than the I/R of the process of getting there
• Chunk goal down into manageable steps. The journey of a thousand miles begins with a
single step.
• Create a Neural Bridge to move through unresourceful states if necessary.
STEPS TO AN EFFECTIVE MOTIVATION STRATEGY
1. Put outcome in future with Strategic Visioning. (Strongly associate into future outcome; then
dissociate to create propulsion toward reaching it.)
2. Maintain pleasant, positive voice tonality (Positive Ad yours and your team mate’s) enforcing,
“It will be so good when it’s done.”
3. Set realistic goal posts along the way with dates, appropriately chunked down into action
steps. Build on the successes with the positive K of completing each one; acknowledge
completion at each phase toward end step.
4. If too often slipping back into unresourceful states (away-from, overwhelm, modal operators
of necessity, etc.) set a Resource Anchor including the state of being “totally motivated” or
create a Neural Bridge from the unresourceful state to the state of motivation.
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Working with Motivation Strategies
TYPICAL PROBLEMS AND SOLUTIONS
TYPICAL PROBLEMS SOLUTIONS
1. Overwhelm due to abstract thinking • Chunk down to take action on smaller
steps.
The structure of overwhelm is chunking too
big. This will often be represented by universal Ask: “What could you do next?”
quantifiers. For example, “I feel everything
piling on me.”
• Use toward motivation. Imagine what
2. Using only away-from motivation positive result client will gain by moving
Insufficient motivation; or, what person is moving forward.
away from produces anxiety and stress which can
cause paralysis.
• Use possibility thinking—“What could
3. Using Modal Operators of Necessity happen if you did this?” and self-acceptance
Person’s self-talk is based on obligation (should, with approving, compassionate tone.
must, etc.), often coupled with judgment, harsh or
disapproving tone which results in Negative K
association with desired result
4. Being overly cautious • Make honest assessment of areas of
appropriate caution. Don’t remove the
Dwells in worst-case scenarios, considering what person’s strategy entirely if it serves positive
could possibly go wrong causing the person to feel function.
stuck.
5. Fear of failure or success
• Stay In -Time. Focus on the satisfaction of
Imagining negative consequences of action can doing what’s right in front of the person.
result in a refusal to take action.
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Decision Making Strategies
TYPICAL PROBLEMS AND SOLUTIONS
TYPICAL PROBLEMS SOLUTIONS
WHILE GENERATING OPTIONS
1. No visual component. • Assist with visual construct. Use vivid, colorful
Can’t picture or imagine any choices language when presenting options.
2. Not enough options
Locked into “either/or” duality thinking; Or only
sees one undesirable choice. • Generate options; choose one; discuss next step.
3. Too many options
Stays in phase of generating more options; never • Eliminate options down to a few best options;
acts on any.
commit to taking action.
PROBLEMS WHILE EVALUATING OPTIONS
1. Options not represented in all modalities • Assist with missing modalities until full scope of
Cannot fully assess viability; afraid to act. choice is apparent; Compare and choose best option.
2. Seeking unavailable external confirmation • Seek internal indication of best decision. (Success
Outside data on options does not exist Indicator Meta Program).
3. Options do not apply to given situation • Focus on parameters of given situation only.
Doesn’t have needed criteria to make decision.
PROBLEMS WHILE CHOOSING OPTIONS
1. Criteria for choosing is inappropriate • Honest assessment of desired outcome and
Some aspects carry too much importance, others applicable criteria.
not enough; imbalanced decisions.
2. Criteria is not prioritized
Unorganized thinking; not knowing priorities; • List options, then advantages and disadvantages.
confused by others’ conflicting priorities; swings Decide which criteria are most important; See which
back and forth between opposite options. have most advantages.
3. Separating out criteria rather than options
• Chunk back up to level of options, and clarify
Doesn’t see advantages and disadvantages included
in one option. Breaks it down into too many whether it’s advantageous or disadvantageous
components; confusion overall, without getting mired in details.
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Working with Strategies
STANDARD NOTATIONS
REPRESENTATIONAL SYSTEMS SUPERSCRIPTS SUBSCRIPTS
V = Visual (Pictures) r = remembered t = tonal
A = Auditory (Sounds) c = constructed d = digital
K = Kinesthetic (Feelings)
O = Olfactory (Smells) i = internal
G = Gustatory (Tastes) e = external
EXAMPLES
Ae = Auditory External Ai = Auditory Internal Ac = Auditory Constructed
Aid = Auditory Internal Dialogue Art = Auditory Remembered Tonal Ar = Auditory Remembered
Vc = Visual Constructed Vi = Visual Internal Vr = Visual Remembered
Kr = Remembered Feelings Ke = Tactile Feelings/Sensations
SYNTACTIC SYMBOLS
= Leads to
= Comparison
= Synesthesia
= Meta Response
m
= Polarity Response
p
= Simultaneous but not interfering
EXAMPLES
Sequence Ar Vc Ki
Test Ve Vr
Simultaneous Picture + Feeling Vc K
Saying one thing & feeling another Ai Ki
p
Talking about a picture Vi Aid
m
Inputting Auditory & Visual Simultaneously Ae
Ve
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Eye Pattern Charts
NORMALLY ORGANIZED PERSON
Vc Vr
Visual Constructed Visual Remembered
A c Ar
Auditory Constructed Auditory Remembered
K Ad
Kinesthetic (Feelings) Auditory Digital (Self-talk)
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Eliciting Strategies
EYE PATTERN TEST
Ask these questions to determine whether someone is normally organized or reverse organized. People who are
left-handed tend to be reverse organized, which just means they access the information in the opposite quadrant.
This information will assist you in recognizing how an individual is processing information at any given moment,
according to which quadrant their eyes move.
While asking each question, observe which direction the team member/client’s eyes go and compare the
movement to the Eye Pattern Chart.
Visual Constructed (Vc) fabricating images and pictures never seen before
“What would you look like with purple hair?” Vc
Visual Remembered (Vr) recalling images seen in the past
*some people may also defocus their eyes Vr
“What did your first grade teacher look like?”
Auditory Constructed (Ac) imagining sounds never heard before
“What would I sound like if I had Mickey Mouse’s high voice?” Ac
Auditory Remembered (Ar) recalling sounds or voices heard in the past
“What was the first noise you heard when you woke up this morning?”
Ar
Kinesthetic (K) accessing feelings and/or how something feels to the touch
“How does rabbit fur feel?”
K
Auditory Digital (Ad) hearing inner dialogue; talking to oneself
“Can you count from 1 to 10 in your head” Ad
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Eliciting Strategies
FORMAL STRATEGY ELICITATION
Travelers, whether they have maps or not, arrive at a destination. No matter what their intention,
they end up where they end up. Strategy Elicitation is like getting the directions to the exact route
a previous traveler took to arrive at a certain result. Eye patterns reveal those directions as do a
formalized line of questioning during which an individual recalls each step in a strategy. Having a
person systematically recall steps is known as Formal Strategy Elicitation.
With conversational strategy elicitation, people remain unconscious about their own strategies.
A Formal Strategy Elicitation is valuable when the goal is to make a strategy conscious in order
to change it or replicate it. These same steps apply whether eliciting a strategy for an undesirable
behavior or state OR a desirable behavior or state.
STEPS TO A FORMAL STRATEGY ELICITATION
1. Recall and associate into a time when the client used the strategy
2. Determine the trigger that begins the strategy
3. Ask questions to recall each step following the trigger
4. Repeat until strategy elicitation is complete
As with anchoring, the ideal context to elicit a strategy is at the actual time it is occurring. NLP
strategists were able to reduce the U.S. Army’s training time with marksmanship using a formal
strategy elicitation. They stood by top marksmen as they were shooting and asked them at every
step, “What’s going through your mind right now?” Once the observers had recorded the success
strategy, they redesigned the training so that others could model the same strategy. Training time
was reduced by a third, and recruits who participated in the modeling project improved their
marksmanship results to make it to the top 80% of their class.
The second best option is to put the client back at the last time the strategy was used, at the moment
the strategy began. Document responses or note mentally which representational systems or
modalities operate at each stage.
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Formal Strategy Elicitation
PROCESS SCRIPT
1. Always begin by establishing rapport. It is essential to any process. Rapport is especially
important with people associating into unpleasant experiences. However, even when
eliciting positive strategies for replication, generating trust and responsiveness through
rapport produces more detailed and accurate information.
2. Determine what strategy the client wants to change (or the observer wants to model as
the case may be).
3. Have subject go back to a vivid occurrence of that strategy and associate into it so that it
is a more detailed step-by-step process, as if it is being done now.
4. Use the Formal Strategy Elicitation Script that follows.
Can you remember a specific time you (ran the strategy)? A 1. Have them recall a specific incident
specific time?
As you go back to that moment now, I want you to step into your 2. Associate to the strategy
body, see what you saw around you, hear the sounds you heard at
the time, feel the feelings of being right there.
What’s the very first thing that has to happen such that you know
it’s time to (run the strategy)? Was it something you saw? Was it 3. Determine the trigger
something you heard? Was it the touch of something or someone?
So after you (trigger) then what? What was the next thing that
4. Determine the rest of the strategy
had to occur? Did you make a picture in your mind, did you say
something to yourself, did you get a feeling in your body?
So after you (previous step) then what? What was the next thing 5. After each question, allow the person
that occurred? Did you make a picture in your mind, did you say to respond, then go back to repeat the last
something to yourself, did you get a feeling in your body? question as many times as necessary to elicit
the entire strategy
When the individual arrives at their strategy’s
end result (desirable or undesirable, external
or internal), the elicitation is complete
NOTE: When doing an intensive modeling
project with Cognitive Profiling, break down
each individual component of a strategy,
such as visual external, into its finer
components or submodalities
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Conversational Strategy Elicitation
PROCESS
People do in their mind and body what they are talking about. Ask anyone, “How did you do
that?,” and that person immediately recalls a memorable time doing the behavior. As the individual
accesses this past experience, their strategy for doing that exact behavior/action is demonstrated non-
verbally with their eye patterns before it is expressed verbally! Eye patterns reveal the sequence of
representational systems the person went through to do that behavior from start to finish. This is also
called Conversational (or Informal) Strategy Elicitation.
THE KEYS TO CONVERSATIONAL STRATEGY ELICITATION:
• Watch eye patterns and external physiology while listening to predicates
• Be able to detect and differentiate the lead representational system from when the actual
strategy begins
• Appropriate chunking
STEPS TO A CONVERSATIONAL STRATEGY ELICITATION
1. Ask informally, “How do/did you do that?”
2. Observe eye patterns
3. Repeat the same or another scenario to test the same sequence/strategy
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Conversational Strategy Elicitation
OF A DECISION MAKING STRATEGY
Eliciting a decision-making strategy is a common usage of this technique. In sales the information
can be utilized to understand better what criteria a person requires to make a purchase. To determine
how someone decides to buy anything, find a recent item which the individual bought without the
help of another person. Say,
“Wow, that’s a great_________! How did you decide to buy that?”
Pick something the subject is likely to have chosen personally. For example, notice items such as a
pair of glasses or shoes, a watch or shirt. Ask,
“Hey, cool glasses (or _______)…what made you decide to buy them/it?”
Usually people are happy to share. The question alone will elicit their strategy within the person’s
own mind. As the individual remembers the decision-making moment, WATCH THE EYE
MOVEMENTS. The purchaser will run through their strategy very quickly while retrieving the
information. Notice into which quadrants the eyes move, and take notes. The location and sequence
of the eye movements correspond to the steps the person normally takes to buy most anything.
The movements can be subtle and very fast. They can also be obvious to the point where some
people will actually tilt their heads and look straight up to visual remembered. Here the observer has
to make the distinction between the lead representational system and the strategy itself.
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Conversational Strategy Elicitation
LEAD REPRESENTATIONAL SYSTEM
The lead representational system is the quadrant a person’s eyes go first prior to recalling and
running through any particular strategy. When the observer asks, “What made you decide to buy
those glasses?” The person may need to repeat the question mentally, “How did I decide to…” in
which case their eyes would first go down and right to Auditory-digital (Ad). This movement is
not part of their actual decision-making strategy. Or their eyes move up and right (as observed) to
Visual-remembered (Vr) as the person recalls walking into the store.
Then the person runs through the actual strategy in their mind, usually at least a strategy triad in
three major representational systems (sometimes four). Before uttering any words, before it is
conscious to the speaker, the eyes move rapidly: for example, from Visual-remembered, down to
Auditory-digital, up to Visual-remembered and down to Kinesthetic. But the person says something
like,
“Yeah, thanks. I saw them and I liked them a lot.”
Continue to be curious, and ask a few times until a consistent pattern emerges. Continue asking
questions such as,
“So you just walked into the store and they just jumped on you? How did you decide to buy them?”
Observe once more as the eyes move first to Visual-remembered, then to Auditory-digital, next to
Visual-remembered, and finally down to Kinesthetic.
“Actually a friend of mine told me this place had great deals and service warranties,” the person
might comment. Realize that this statement is part of the motivation strategy rather than the
decision-making strategy. The decision-making portion of the buying strategy occurs only once the
person is on the showroom floor choosing between options. Continue the conversation to elicit the
next step.
“Oh, so that was the reason you went to that place?”
At some point as the conversation continues, the person’s words will match up with the observed eye
patterns; this confirms the hypothesized buying strategy.
“So, how did you decide to buy those again? You walked into the store and then what?”
The person perhaps accesses Visual-remembered for a second, probably trying to recall the process;
the observer sees the same eye pattern for the third time: Vr—Ad—Vr—K.
“Then I saw them and checked the price, which was right in the range I was looking for. They’re made
of that hard plastic stuff, so I knew I didn’t have to worry about them breaking. They looked good and
felt right, so I got them.”
The purchaser in this case has revealed the strategy: Vr—Ad—Vr—K. This person begins to decide
by seeing the item, checking to make sure it meets their criteria (in this case, the type of material
and the price), then they check the look of the item and finally the “feel.” They run through all these
steps prior to making the purchase. Note that language patterns do match up with the same decision-
making strategy revealed by the eye patterns.
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Strategy Fulfillment
PROCESS
Strategy fulfillment involves first determining how individuals do what they do, then utilizing that
information to fulfill their particular strategy criteria. It is the most expedient and result-producing
way possible to tailor communication to individuals within their unique model of the world. Just as it
is possible to design communication to deliver messages more effectively within people’s preferred
representational systems, the same is possible within their strategies. Fulfilling strategies creates
win-win outcomes where both parties usually achieve or receive what they want.
However, most people are more familiar with the non-fulfillment of strategies.
Examples of non-fulfillment of strategies are numerous:
• Sales people who try to sell what they like rather than what the customer wants
• Leaders who use their own motivation strategy rather than their team member’s strategy
• Service representatives whose customers feel “unheard” because the customer’s strategy is
ignored
• Health care providers who are considered “cold” or “unfeeling” by patients because the
providers have poor listening and communication skills
• One partner feeling frustrated or unsatisfied in a relationship because of unmet needs and
desires, or being accused of not caring about the needs and desires of the other person
• Wanting a promotion but being uncertain about the best course of action
Strategy fulfillment improves communication significantly. Strategy fulfillment can be used in any
situation to satisfy the needs or wants of others. Examples include: sales and services, management,
work relationships, and love relationships. The applications of strategy fulfillment are endless; they
can be useful in any interactions involving two or more people.
• Make proposals irresistible by speaking directly within the listener’s strategy
• Assist others in making decisions
• Assist others in becoming motivated
• Fulfill a significant other’s love strategy
STEPS FOR STRATEGY FULFILLMENT
1. Conversationally elicit another’s strategy for something
2. Deliver propositions or proposals within the person’s strategy in a way that literally fulfills or
linguistically satisfies that exact strategy.
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Strategy Fulfillment in Sales
The failure of most sales people is trying to sell products or services using the sales person’s strategy
rather than the customer’s. Sales people who customize their sales approach to each person’s unique
buying strategy become irresistible and compelling influences. To discover a customer’s decision-
making strategy, just ask!
For example, say, “That’s a nice car. How did you decide to buy it?” Once the person’s particular
decision-making strategy is clear from eye patterns and language, feed it back to the customer in
a linguistically to match their strategy and feed it back to them. Every comment the sales person
makes will then be comfortable and familiar to them. It is fulfilling the customer’s expectations and
desires within their model of the world.
Example #1: Roberta comes to a car lot with a V—K strategy for making a decision.
Spending an hour describing the specs on the car (Ad) will probably drive her away. Roberta
wants to look around, find the car she likes on sight, then feel what it’s like to be inside.
Example #2: Robert enters a sporting goods store. A sales person familiar with strategy
fulfillment, could approach him and, very informally, remark, “Wow, nice watch. How did you
decide to buy that?” If Robert replies using V—Ad—K language and eye patterns, the sales
person knows this customer will more likely respond if he first shows him the product or a
brochure, lists its benefits, then lets Robert literally hold the item to “get a feel for it.” He could
suggest, “Look it over to see (V) how it compares with other offers. (Ad) Try it. Get a sense
of how it feels in your hand.” (K) In doing so, the sales person responds exactly inside the
customer’s decision-making strategy. In Robert’s case, this customized approach of V—Ad—K
feels natural and right to him.
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Strategy Fulfillment in Leadership
Becoming motivated involves a specific strategy for each individual. As a manager you can utilize a
worker’s specific motivation strategy to inspire that person to do a project, for instance. Ask,
“When was the last time you felt totally motivated? How did you get motivated?”
After figuring out the employee’s motivation strategy, you can fulfill the strategy and inspire
the worker. Unfulfilled motivation strategies can result in employees balking at new projects or
procrastinating. A worker with an A-Ad-V strategy would be motivated if the manager described
what to do first (A), then “planned out the detailed steps” (Ad) to present “the big picture” (V). The
project will be most compelling to this worker if the manager says something like, “Listen, this
project sounds great. Here’s the plan. We’re going to do (x, y, z). Picture this: we’ll be standing at
the convention receiving the award for the best and most innovative product launch.” Their needs
satisfied, the employee will feel motivated to begin the project.
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Designing New Strategies
The ONLY time one needs to design a new strategy is when someone is experiencing a strategy-
related problem, such as habitually creating undesirable results in one area of life.
There are several keys to designing a new empowered strategy for a preferred result.
Empowered strategies should:
• Use all three major representational systems-V, A and K- in the most effective order.
• Have a well-defined outcome. (Use the Criteria for Outcomes and the Questions to
Customize Results to determine what the team member wants instead.)
• Not loop twice through any set of representational systems. i.e. V-K, V-K, V-K
• Be as short a strategy as possible, deleting unnecessary steps while still maintaining
choice points before the exit (end point) of the strategy.
• Always intervene at a point prior to the place where the old strategy goes haywire.
• Make the last amount of change to get different results.
STEPS TO DESIGNING A NEW STRATEGY
1. Determine the current strategy.
2. Decide what does not work about the current strategy.
3. Discuss and choose what outcome is desired instead.
4. Check ecology of outcome and congruency within your team member.
5. If incongruent, use reframes, Neurological Repatterning or Precision Repatterning techniques to
create congruency with preferred outcomes.
6. Model someone’s strategy who is getting the results your team member desires.
7. Choose that strategy, configuring the sequence of representational systems that
arrive as simply as possible at desired outcome.
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Strategy Installation
Altering and installing strategies can be done in a number of ways. Use any or all of the following
combination of techniques to establish new, long-lasting, empowered strategies.
METHODS FOR INSTALLING A STRATEGY
• Associated state rehearsal while having your team member “trace in” new eye patterns for the
new strategy. This can be done by having the person imagine themselves “walk through” the
situation mentally while their eyes follow your finger tracing in the preferred strategy.
• Associated state rehearsal multiple times.
• Dissociated state rehearsal multiple times.
• A combination of associated and dissociated state rehearsal (especially useful in performance
enhancement issues).
• Techniques such as anchoring, reframing, metaphors and the Strategy Scrambler can
automatically install new strategies.
• Create a Neurological Bridge, which is simply a kinesthetic strategy.
i.e. A habitual strategy of procrastination leads automatically to a state of motivation, which
leads to taking action.
• All of the above can be done inside or outside of a formal trance induction
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Strategies: Case Study
ELICITATION, DESIGN & INSTALLATION
Within the context of a consultation, the individual and coach hit upon the result, behavior or state
that requires change. For example, the individual finds he is going into debt.
He realizes that a lot of his debt is just from buying things from catalogues he doesn’t need. It’s time
to intervene in his current strategy, to design and install a new one to get a more positive outcome.
This is when it is appropriate to first elicit the strategy in order to discover how the team member has
repeatedly gotten that particular result.
The first stage of installing a new strategy is to elicit the old strategy—associate the team member
into the most recent or intense time the person ran the strategy. You ask, “How do you do that?”
In this case, the person may say that the last time the Ethan Allen catalogue came in the mail the
picture on the front caught his eye. He enjoyed looking at all the pictures (V) of all the home
decorations. This made him feel so warm and fuzzy (K), then he saw the word “Sale” (V), and got
excited about getting a deal (K). Before even thinking about it, he wrote a check and sent off his
order. He couldn’t wait to see what he would get (V). Ironically enough, anticipating the package
delivery made him feel rich (K).
His decision-making strategy begins as a V—K. His exit point is a positive K—looking at the
catalogue gives him a good feeling that makes him want to buy something.
It can also be helpful here to chunk up and learn the intention behind the behavior. Discover the
outcome he expects and desires to get from making the purchase by asking, “And you want that for
what purpose? To have or experience what?”
The answer to this question will either reveal the desire driving the behavior. It’s also possible
that a behavior is done in an attempt to eliminate a negative feeling. In this case, the person could
believe his action of buying will somehow replace his sense of feeling poor. You may chunk up far
enough from “couch” by asking the question, “And you want that for what purpose? To have or
experience what?” to discover that piece of furniture actually represents “wealth” and further up to
“peace of mind” for him. Then you have gleaned the real outcome he is seeking—wealth and peace
of mind. His strategy is ineffective and disempowered in that it provides exactly the opposite—more
debt and more stress. All of this information will assist you next to design an effective strategy that
serves the real intention with a different end result.
You can even use a conditional close to reinforce in his mind that this new strategy will not deprive
him of anything but rather, provide him with exactly what he is seeking in the first place from his
catalogue purchases. “And so if you got peace of mind then any way you got that would be
okay?”
Utilizing the Strategy Scrambler here can also serve to elicit, interrupt and install a new strategy. It’s
time to design an alternative strategy that will get him different results. What doesn’t work about
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Strategies: Case Study
ELICITATION, DESIGN & INSTALLATION
his current strategy seems pretty obvious—it gets him into further debt. But by asking the question,
“How is going into debt a problem for you?” you may uncover deeper issues and beliefs behind
the behavior to be cleaned up with other techniques later, like self-acceptance issues. Right now
though, you want to focus on exactly what he came to you for—stopping his compulsive spending.
Ask anyway, “What doesn’t work about your current strategy? What outcome do you want
instead?”
Don’t assume he must stop buying things from catalogues altogether. Check the ecology here to
design a strategy that still serves practical functions. He may actually need furniture at some point
and a sale price could be a legitimate and needed purchase, as long as it was one he can make
without going into further debt. If you design a strategy that just has him throw out every catalogue
every time he sees one, you are eliminating choices, rather than creating them. Instead, you want to
provide a new step that interrupts the old strategy. Here, it may be a good second step if he checks in
and has a conversation with himself (Ad) about whether he needs to make the purchase.
The question, “What outcome do you want instead?” may get the response, “I don’t want to go
into more debt.” Have him state it in the positive. It might be he wants to be “financially solvent.”
This question will also get the person fully associated back into the problem behind the behavior.
In thinking through his current end result and how he needs it to be different, he may realize that
invariably when he runs a reassurance strategy, it leaves him in a negative state. The moment he
receives his package and lays eyes on the actual product (V), he’s usually disappointed (Negative K)
then ends up telling himself he’s an “idiot” and shouldn’t have bought something he doesn’t even
need. (Negative Ad) Realize that this reassurance strategy, while also a problem, is separate from the
decision-making strategy problem, and can always be dealt with as a separate issue later.
A V—K synesthesia has been detected in his current decision-making strategy. We’ve also
discovered in the process of eliciting the strategy that the trigger is visual, seeing the cover of the
catalogue. All valuable information. The first line of defense might simply be to cancel all his
subscriptions to catalogues. That gets rid of the trigger altogether. However, in the meantime, it’s
still empowering for him to take charge of his response to the visually appealing colorful catalogues
of home furnishings. You would still want to design a strategy to deal with all those unsolicited
catalogues that come in the mail unexpectedly.
This visual trigger is the place to intervene before the strategy goes haywire. You could begin the
new strategy as he’s reaching into the mailbox, and gets an eye-full of the catalogues. (V) Remember
that we want to change as little as necessary to get the desired result. In other words, keep it close
enough to what’s familiar that it runs a close pattern, however with a strong enough divergent step
that it leads the person toward an alternative end result. In this case, you could replace the next step
with a strong, approving tonality (Positive Ad) telling him, “I’m fortunate I already have so much. Is
there anything I really need right now?” If he finds that there is something that he needs right then,
the next question he can ask himself (Ad) is, “Is it a wise financial choice?”
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Strategies: Case Study
ELICITATION, DESIGN & INSTALLATION
If it is, he can make a purchase and feel good about it. (Positive K) If not, he can maintain the
positive K by tossing the catalogue in the recycling bin. The next step then is not the excitement
of anticipating a package, but rather, the excitement of knowing he’s got more money to put in his
savings. (This is also called reconditioning your financial pleasure centers. This is when you alter
your associations so that you get more pleasure out of saving than spending.) He ends up with a
V—Ad—K decision-making strategy that disrupts his debting cycle and negative self-talk, but also
bolsters his confidence, control and wealth mind set.
After designing a new strategy, the installation can be done using any number of the Neurological
Repatterning techniques mentioned or a combination of them. Oftentimes, the Strategy Scrambler up
front can be all that is needed to permanently alter the old behavior and create a new response to the
same trigger.
Additional methods could include walking the person through an associated state rehearsal of the
same event with his preferred outcome. “…as you’re reaching inside the mailbox and see the pages
of a catalogue you tell yourself, ‘I’m fortunate I already have so much.’ Then as you ask yourself,
‘Is there anything I really need right now?’ you realize there is not. And you stride across the room
and toss the catalogue in the garbage, noticing the feelings of confidence you feel as you consider the
new power you have in your life.” Have the person imagine this scenario several times to pave a new
neural pathway. Notice how the hypnotic language pattern repeatedly runs through the V—Ad—K
steps. You are installing the new strategy on the unconscious level.
You can further anchor in the new strategy by ascribing a new meaning to acting intelligently in
regards to financial decisions. He can feel as if he just earned that $1000 he didn’t spend. Rather than
believing he is losing out on something by not buying it, reframe the situation so that “not spending”
is equivalent to “earning.”
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Learning Strategies
All learning is state-dependent. In other words…
The key to an effective learning strategy is:
• Have fun!
STEPS TO AN EFFECTIVE LEARNING STRATEGY:
1. Begin in a positive state. Think of a time when you learned something easily. Anchor that
state as many times as necessary to create a resourceful state.
“Think of a time when you succeeded at learning something easily and rapidly.”
2. Chunk down to a manageable task to avoid overwhelm.
3. Know your desired outcome.
“How will you know when you have learned this?”
4. Make appropriate comparisons that give you a sense of accomplishment. i.e. don’t compare
your rate of integrating of material to that of Albert Einstein or don’t compare your
knowledge to your teacher’s
5. Manage expectations. Expect to still have other things you don’t understand. Stay excited
about learning them later.
6. Exit before state moves from positive to negative so that you will want to return where you
left off. Do not reinforce negative association with learning.
7. Acknowledge outcome. Anchor it with positive self-talk. Eliminate modal operators of
necessity in regards to learning i.e.) “I must get this or else…” or “I should know the
answer.”
8. Future pace and link to future.
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Love Strategies
Last time I tried to make love to my wife nothing was happening, so
I said to her ‘What’s the matter, you can’t think of anybody either?”
- Rodney Dangerfield
Unfulfilled love strategies are one of the main reasons relationships fail. People tend to associate
“being loved” with one preferred representational system—V, A or K. Often one partner wants
and expects to be shown love in a certain way, yet they remain unconscious of their own criteria
or do not communicate this strategy to their partner, who is expected to know how to fulfill it
nonetheless.
Others may not be conscious of their own love strategy. However, they will always communicate
it somehow. So listen, watch and observe their actions up front—how they show love is most
often the same way they want it themselves.
Typical Problems:
• Neither partner is conscious of how they themselves want to be loved
• A partner is aware of how they want to be shown love but does not believe they should
have to communicate it or assumes the other partner and everybody else has the same
strategy
• Both partners are aware and have communicated how they want to be shown love, but
keep falling back on their own preferred strategy for expressing it
• One partner’s preferred way of receiving love is not the way the other prefers to give it
• One’s attraction strategy is not congruent with their love strategy, yet they remain in an
unfulfilling relationship just because their attraction strategy is being fulfilled
Example:
He is showing his love by buying her pretty clothes and items for their home (V). She feels
loved more when he holds her close (K). He interprets her bland response to the clothes as lack
of appreciation, not accepting his love. She’s frustrated wanting more affection; and interprets
his visual strategy as he thinks she doesn’t look good enough already. She continues to use her
own love strategy (K) to fulfill him by lavishing him with affection. He interprets her kinesthetic
strategy as clingy neediness. He continues to apply his own strategy criteria to her, and therefore
doesn’t understand why she doesn’t get dressed up and want to look beautiful for him. He
interprets her disinterest in this visual component of their relationship as her not caring. He loves
going out and seeing her shine. She likes to stay in to cuddle.
A cycle of misunderstandings can be created even from the best intentions. The failure is not for
lack of love or trying! It comes simply as a result of not being aware of each other’s strategies for
giving and receiving love.
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Love Strategies
The Keys to Fulfilling Love Strategies:
• Be aware that everybody has a love strategy and it is not necessarily the same as your
own
• Know how you feel loved, then state it how you want it
STEPS TO FULFILLING LOVE STRATEGIES
1. Elicit each other’s love strategy by asking,
“Can you remember a time when you knew you were totally loved? A specific time?…
As you think of that time, in order to know that you are totally loved is it absolutely
necessary for you to be:
Taken places & bought things or shown in other ways,
OR that you hear it in that special way with that special tone of voice,
OR that you be touched in that special way?
2. Decide and communicate how you prefer to be loved.
3. Develop the habit of consistently utilizing your partner’s love strategy by:
a) remain conscious of not falling back into fulfilling your own strategy
b) continue to communicate; state it how you want it, reinforcing new strategies
with acknowledgment of and positive response to its fulfillment
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Spelling Strategies
“The man who doesn’t read good books has no advantage over
the man who can’t read them.”
- Mark Twain
Installing a new Spelling Strategy is not only a great thing to do for those who have the belief that
they are “a bad speller” or “learning disabled,” it’s also a convincing demonstration of how quick
and easy it can be to replace any ineffective strategies. Most people are not even aware that they
have a strategy for spelling, let alone that they can exchange it for one that works!
The fact is, if someone has inconsistent or ineffective results with spelling words correctly, it is only
because they learned an inconsistent or ineffective spelling process. It is not a learning disability,
but a teaching disability! Coaches and teachers use this Spelling Strategy with amazing results—
students’ test scores go up much faster than they would with other methods. Route memorization of
words takes longer and does not get long-lasting results anyway.
Compare the ineffective strategy with the effective Spelling Strategy we teach and see for yourself
how simply, yet profoundly, a shift in strategies can affect every area of life.
Ineffective Spelling Strategy (-K—A—V) results only accurate 50% of the time
1. Negative K—Begin with bad feeling i.e.) embarrassment, defeat or frustration/sense that you
won’t be able to spell it right
2. Auditory—Try to sound it out in your head or aloud (based on assumption a word is spelled how it
sounds)
3. Vc—While sounding it out, attempt to construct a picture of the word piece by piece
Effective Spelling Strategy (Vr—A—K)
1. Vr—See the word focused in the Visual Remembered quadrant (either on paper or in the mind)
and break it down into manageable “bite-size” chunks
2. A—Say it (internally or aloud)
3. K—Get a feeling of familiarity and association between the sight (spelling) and sound of word;
and feel good about your ability to improve and be a great speller!
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Spelling Strategies
STEPS TO AN EFFECTIVE STRATEGY
STEPS TO INSTALLING AN EFFECTIVE SPELLING STRATEGY
1. Elicit the person’s current spelling strategy (optional) before installing the effective Spelling
Strategy.
2. If you haven’t already, check if the client is normally or reverse organized so that you know
where the Visual Remembered quadrant is for them. You can do this with one questions such as,
“Can you get a picture of what you had for breakfast today?”
3. Give them a word that you know they will have to think about such as,
“Can you spell ‘restaurant?’”or ask them, “What’s a word you can’t spell?”
4.When you have hit on a word that’s challenging, write it down in large letters on a piece of
paper—and this is a key piece...write each syllable in a different color and separate them with a
dot or a space between.
5. Visual rehearse—hold the piece of paper up in the Visual Remembered quadrant where they
can see it and have them move their eyes up to look at it. When they’ve taken a “snapshot” of it,
have them close their eyes BUT KEEP THEIR EYES UP SEEING THE WORD IN Vr, saying,
“Okay, look up at the word and take a snapshot. Take a snapshot and now close your
eyes, keeping your eyes up in that same corner. See the word up in that corner…open
your eyes again. Take snapshot. Close your eyes, see the word…”
Repeat this as many times as it takes for them to see the word clearly even after they’ve closed
their eyes.
6. Remove the piece of paper and have them spell the same word. If they still have challenges,
repeat step 4 until they can easily frontwards and backwards.
“Now go ahead and spell the word…”
7. Once they’ve spelled it, have them spell it backwards. This is a significant positive experience
for them that serves as a collapse anchor for their original negative anchor since it leave them
with a positive K around spelling.
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Strategy Scrambler
PROCESS SCRIPT
What’s the Problem? 1. Get Presenting Problem
How’s that a problem for you?
“So you’re going through life, everything’s fine, 2. Elicit the Strategy. Make sure you get the
and then what...?” Trigger as well as each step
(use the Strategy Elicitation Script)
I’m a temporary agency, teach me how to do it.” 3. Dissociate the person from the Strategy
Give suggestions about “forget about it” & have them teach you - denominalize
the process (give them suggestions to
“forget”
4. Deliberately misunderstand the strategy
and blow out the submodalities so as to
interrupt the pattern/s
“Well could I, and if I did would it still work?” 5. Have them try it on
“Well could it, and if it could would it still work?”
”Well don’t do that then...” (nod)
6. Test
“What happens the next time
you __(experience the trigger)__?”
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SECTION
7
REFRAMES
“If I were two-faced, would I be wearing this one?”
- Abraham Lincoln
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Reframing
THE POWER TO SHIFT REALITY
OUTCOME
Participants will be able to use reframes to alter perspective, and thereby instantly transform the
Internal Representations that their team member considers “reality.”
DEFINITION AND PURPOSE
Reframes are linguistic tools used to instantly transform a person’s perspective from the currently-
held belief to a different possible interpretation. All life events are given ascribed meaning or
significance. Oftentimes people then store and then recall these ascribed meanings to support, or
corroborate, what they already imagine is true about themselves and the world. Reframes serve as
thought pattern interrupts, by causing individuals to experience new, positive I/Rs in place of the
ones they previously maintained.
EXAMPLES
Remark: “She’s too much of a perfectionist around the house.”
Context Reframe
“Isn’t it wonderful that she cares so much about keeping things running smoothly?”
Remark: “My father doesn’t care about me. Whenever I go out, he doesn’t even ask me where
I’m going.”
Meaning Reframe
“Is it possible that he cares so much he doesn’t want to impinge on your freedom?”
APPLICATIONS OF A REFRAME
Enables people to see the difference between intention and behavior (in themselves and others)
Shifts chronic negative attitudes and tendencies toward depression
Fosters better decision-making based on wider perspectives and more information
Accelerates movement forward toward goals by improving outlook
Improves self-esteem issues
Breaks patterns of assumed negative meanings
Empowers behaviors by expanding awareness of new possibilities
THIS SECTION OF THE MANUAL TEACHES THESE SPECIFIC
TECHNIQUES:
• Context Reframe
• Meaning Reframe
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Context & Meaning Reframes
“You are no bigger than the things that annoy you.”
- Jerry Bundsen
CONTEXT REFRAME
Context Reframe is appropriate to use when individuals make judgmental statements beginning
with “I’m too…” or “S/he’s too…”
A Context Reframe is a separate context in which this same behavior might look totally different.
Viewing the same issue from their new perspective, the client should respond more positively.
To compose a Context Reframe, ask yourself,
“What is another context where this same thing would take on a different meaning?”
MEANING REFRAME
People ascribe meaning when they observe any event or behavior, using uniquely interpretive,
Internal Filters. They then consider their interpretation to be “true.” This is called a Complex
Equivalence.
A Meaning Reframe poses an alternative meaning to the same event or behavior.
To compose a Meaning Reframe ask yourself the question,
“What else could this behavior mean?”
Or consider,
“What is it this person hasn’t noticed within this particular context that could expose a new
possible meaning, and, therefore, change his (or her) response to the person or situation?”
Or, challenge the speaker to think of an opposite meaning even if it is only remotely possible.
Ask,
“Is it then possible that what you believe it means may not actually be true,
and it could mean something else entirely?”
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SECTION
8
PRECISION
REPATTERNING
“The future isn’t what it used to be.”
- Anonymous
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Precision Repatterning
OUTCOME
Participants will be able to assist team members to release mental and emotional blockages holding
them back, so they can create a positive compelling future.
DEFINITION AND PURPOSE
Precision Repatterning techniques permanently change the way any event or state, in the past
or future, is encoded and stored in the mind. Precision Repatterning is the deliberate process of
generating new neurological connections to past events in order to create empowering behaviors and
responses and, therefore, better results. The set of Precision Repatterning techniques allows anyone
to release any and all limiting beliefs and negative emotions from the past, whether they were held
consciously or unconsciously. This then allows the individual to celebrate the past so that they can
live fully in the present, while consciously creating the future.
The Time Stream is the unique awareness of time of individuals and how they imagine their life in
relation to it. The way people organize their experiences within their own Time Stream significantly
influences their behaviors, beliefs and potential blockages to the fulfillment of their purpose and
desires.
EXAMPLES
Finding the grander purpose behind patterns of the past
Getting a heightened perspective on an old issue or event from the past
Re-associating into a past emotional experience as if it were in the here and now and
learning the positive lessons it offers
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Conversational Strategy Elicitation
PROCESS
APPLICATIONS OF PRECISION REPATTERNING
Eliminate mental and emotional blockages that prevent fulfillment of desires
Behave differently in dealing with time
“Re-wire” memories of the past for empowerment now
Scramble phobic responses
Dissolve the emotional intensity of any trauma
Learn needed lessons from any experience to move on from it
Understand others’ actions from their perspective
Change thoughts about anything
Motivate self and others to take action on goals
THE KEYS TO ANY PRECISION REPATTERNING PROCESS:
• Be associated or dissociated at the appropriate times
• Retain positive learnings, for self and future
• Shift meaning associated to past events
THIS SECTION OF THE MANUAL TEACHES THESE SPECIFIC
TECHNIQUES
• Transderivatoinal search
• The Emotion Obliterator
• The Decision Destroyer
• Fast Phobia Scramble
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PRECISION REPATTERNING
PROCESS SCRIPTS
WILL BE PROVIDED AT
LIVE CERTIFICATION TRAINING
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SECTION
9
HYPNOTIC
CHANGE WORK
“The future will not be fundamentally different from the
imaginal activities of man; therefore the individual who can
summon at will whatever imaginal activity he pleases, and to
whom the visions of his imagination are as real as the forms of
nature, is master of his fate.”
- Neville
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Hypnosis
OUTCOME
Participants will gain confidence in their ability to lead others into trance states for assisting in
accelerated transformation.
DEFINITION AND PURPOSE
In spite of its associations with hypnosis stage shows, hypnosis is simply leading people with
suggestive language into a receptive state where they themselves can access and utilize the power of
their unconscious mind to direct behaviors and outcomes. To help move someone into a hypnotic, or
trance, state, use Ericksonian Hypnotic Communication:
Hypnotic Language
Tone of voice
Repetitive sequences
Suggestions
EXAMPLES
Gradually lowering the voice while speaking to the subject
Slowing speech to slow the person’s breathing
Embedding positive suggestions into a long story
Having someone imagine looking inside his or her own body
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Ericksonian Hypnosis
APPLICATIONS OF ERICKSONIAN HYPNOSIS
Eliminate anxiety in any form
Increase likelihood of specific future outcomes
Lose weight
Cause physical symptoms to disappear completely
Discover and release the root cause of any problem
Access unlimited creativity
Feel deeper joy and peace for no particular reason
Increase sales
Improve athletic performance
Strengthen self-image and charisma
Completely eradicate bad habits
Attract others
THE KEYS TO HYPNOTIC COMMUNICATION ARE:
• Get into deep rapport.
• Pace your speech and breathing to client’s breathing, slowing them down further and further.
THIS SECTION OF THE MANUAL TEACHES THESE SPECIFIC
TECHNIQUES
• Trance Preframe
• Suggestibility Tests
• Hypnotic Induction I
• Hypnotic Induction II
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ERICKSONIAN HYPNOSIS
SCRIPTS AND PROCESSES
WILL BE PROVIDED AT
LIVE CERTIFICATION TRAINING
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SECTION
10
CERTIFICATION
STANDARDS
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Level 1 Certification Training
INCL NLP PRACTITIONER CERTIFICATION
I. Minimum duration of 100 hours of training in the basics of Subconscious Reprogramming taught
by an Academy Faculty Trainer, Lead Trainer, Senior Trainer or Master Trainer. Including class time,
pre-study & home work assignments (test)
II. Demonstration of ability to understand the following basic skills, techniques, patterns and
concepts of Subconscious Reprogramming and utilize them competently with self and others:
1. Behavioral integration of the following principles of Empowered Leadership:
a. Calibration on behavior
b. Respecting others’ model of the world
c. Ecological consideration of outcomes
d. Accepting people while changing behaviors
e. Ability to differentiate between the map and the territory
f. The ability to maintain rapport
g. Being in charge of states of mind and emotion
h. Recognition of there being no such thing as failure, only feedback
i. State management
j. Evaluating effectiveness of communication through responses received
k. Working to create change both consciously as well as unconsciously
l. Recognition of the drivers of focus and results
m. Looking to create win-win outcomes
n. Use of behavioral flexibility
o. Creating a frame work for increasing choice
p. Recognition of relevance of expectation in the determination of outcomes
2. Pacing and leading physiologically and verbally
3. Ability to calibrate responses using sensory acuity
4. Elicitation and utilization of representational systems (predicates and eye patterns)
5. Ability to repattern responses with submodalities
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Level 1 Certification Training
INCL NLP PRACTITIONER CERTIFICATION
6. Understanding of linguistic presupposition and the ability to utilize presuppositions in language
with volition.
7. Understand and utilize clarity model responses
8. Create metaphors to facilitate change
9. The ability to think and communicate at various levels of abstraction and specificity
10. Utilize hypnotic language to facilitate change
11. Elicit and anchor emotional states
12. Elicit, fulfill, design and install strategies
13. Integrate internal conflicts for an individual
14. Create reframes to shift a team member/client’s perspective
15. Utilize Precision Repatterning to change past associations
16. Distinguish between dissociated and associated
17. Induce indirect trance through Ericksonian Hypnosis
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Level 2 Certification Training
INCL NLP MASTER PRACTITIONER CERTIFICATION
I. Minimum duration of 170 hours of training in Subconscious Reprogramming taught by an
Academy Faculty Trainer, Lead Trainer, Senior Trainer or Master Trainer; including class time, pre-
study & home work assignments (test) and Wealth Acceleration Certification Level 1 Training
II. Demonstration of ability to understand the following advanced skills, techniques, patterns and
concepts of Subconscious Reprogramming and utilize them competently with self and others:
1. Use of Quantum Linguistics to restructure someone’s model of the world
2. Advanced use of Hypnotic Language for trance and change work
3. Temporal and Spatial language patterns
4. Utilization of inductive and deductive language to destroy boundary conditions of
problems
5. Use of advanced linguistic patterns for destroying unwanted behaviors
6. The ability to work with and/or change the basis of personality including:
a. Values elicitation
b. Values fulfillment
c. Finding values conflicts
d. Values alignment for performance enhancement
e. Values alignment for couples
f. Values alignment within companies
g. Changing values and obliterating values conflicts
h. Understanding of values levels and the ability to communicate within a values level
or shift an individual from on values level to another
i. Meta Program elicitation
j. Meta Program fulfillment and the ability to communicate within Meta Programs
7. Advanced ability to work with parts conflicts in individuals and organizations
8. The ability to design and deliver complete interventions that focus on grander presenting
problems rather than symptoms
9. The ability to find the root cause of issues inside organizations or companies
10. An advanced ability to reframe issues by thinking in multiple dimensions
11. The ability to induce trance through Elman and direct authoritarian hypnosis
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Level 3 Certification Training
INCL NLP TRAINER CERTIFICATION
I. Minimum duration of 220 hours of training in Subconscious Reprogramming taught by an
Academy Faculty Trainer, Lead Trainer, Senior Trainer or Master Trainer; including class time, pre-
study & home work assignments (test) and Wealth Acceleration Certification Level 1 & 2 Trainings
II. Demonstration of understanding and ability to ultilize the following skills from a platform:
1. 4MAT System of Presenting
2. Use of Presenter State and Physiology
3. Group Rapport, Group Dynamics and effective handling of challenging students
4. Hypnotic Language Patterns and naturalistic weaving of trance through presentation
5. Advanced Metaphor construction & delivery incl threaded. shallow, nested etc
6. Advanced use of Anchoring
a. Tonal
b. Phrase
c. Temporal
d. Spatial
e. Self
f. Physical - incl Archetypal Postures (Satir Categories)
g. Neural Bridges
7. Energy Management and advanced techniques for engaging the audience
8. Accelerated Learning & Empowered Teaching Models and Techniques
9. Giving, receiving and integration of feedback
10. Conversational Training Style vs. Stage Presentations
11. Effective use of Flip Charts & visual aids
12. Understanding of basic logistical requirements to run a Training Seminar
13. Visual Stack Technique for layering Presentation into memory
14. Advanced Training Design (assignment required to be handed in during class)
15. Completion of two content segments of “Business of Speaking” during class
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Extra
Resources
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SUBMODALITIES ELICITATION
VISUAL
B&W or color?
Near or far?
Bright or dim?
Location?
Size of picture?
Associated/dissociated?
Focused or defocused?
Focus steady or changing?
Framed or panoramic?
Movie or still?
Movie speed: fast/normal/slow?
Amount of contrast?
3D or flat?
Angle viewed from?
# of pictures
AUDITORY Are there any sounds that are important?
Location?
Direction?
Internal or External?
Loud or soft?
Fast or slow?
High or low?
Tonality?
Timbre?
Pauses?
Cadence?
Duration?
Uniqueness of sound?
AUDITORY DIGITAL What do you say to yourself when you think of____?
KINESTHETIC Are there any feelings that are important?
Location
Size
Shape
Vibration
Pressure/ Heat
Intensity
Steady
Movement/ duration
Weight
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SUBMODALITIES ELICITATION
VISUAL
B&W or color?
Near or far?
Bright or dim?
Location?
Size of picture?
Associated/dissociated?
Focused or defocused?
Focus steady or changing?
Framed or panoramic?
Movie or still?
Movie speed: fast/normal/slow?
Amount of contrast?
3D or flat?
Angle viewed from?
# of pictures
AUDITORY Are there any sounds that are important?
Location?
Direction?
Internal or External?
Loud or soft?
Fast or slow?
High or low?
Tonality?
Timbre?
Pauses?
Cadence?
Duration?
Uniqueness of sound?
AUDITORY DIGITAL What do you say to yourself when you think of____?
KINESTHETIC Are there any feelings that are important?
Location
Size
Shape
Vibration
Pressure/ Heat
Intensity
Steady
Movement/ duration
Weight
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SUBMODALITIES ELICITATION
VISUAL
B&W or color?
Near or far?
Bright or dim?
Location?
Size of picture?
Associated/dissociated?
Focused or defocused?
Focus steady or changing?
Framed or panoramic?
Movie or still?
Movie speed: fast/normal/slow?
Amount of contrast?
3D or flat?
Angle viewed from?
# of pictures
AUDITORY Are there any sounds that are important?
Location?
Direction?
Internal or External?
Loud or soft?
Fast or slow?
High or low?
Tonality?
Timbre?
Pauses?
Cadence?
Duration?
Uniqueness of sound?
AUDITORY DIGITAL What do you say to yourself when you think of____?
KINESTHETIC Are there any feelings that are important?
Location
Size
Shape
Vibration
Pressure/ Heat
Intensity
Steady
Movement/ duration
Weight
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169. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
SUBMODALITIES ELICITATION
VISUAL
B&W or color?
Near or far?
Bright or dim?
Location?
Size of picture?
Associated/dissociated?
Focused or defocused?
Focus steady or changing?
Framed or panoramic?
Movie or still?
Movie speed: fast/normal/slow?
Amount of contrast?
3D or flat?
Angle viewed from?
# of pictures
AUDITORY Are there any sounds that are important?
Location?
Direction?
Internal or External?
Loud or soft?
Fast or slow?
High or low?
Tonality?
Timbre?
Pauses?
Cadence?
Duration?
Uniqueness of sound?
AUDITORY DIGITAL What do you say to yourself when you think of____?
KINESTHETIC Are there any feelings that are important?
Location
Size
Shape
Vibration
Pressure/ Heat
Intensity
Steady
Movement/ duration
Weight
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170. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
SUBMODALITIES ELICITATION
VISUAL
B&W or color?
Near or far?
Bright or dim?
Location?
Size of picture?
Associated/dissociated?
Focused or defocused?
Focus steady or changing?
Framed or panoramic?
Movie or still?
Movie speed: fast/normal/slow?
Amount of contrast?
3D or flat?
Angle viewed from?
# of pictures
AUDITORY Are there any sounds that are important?
Location?
Direction?
Internal or External?
Loud or soft?
Fast or slow?
High or low?
Tonality?
Timbre?
Pauses?
Cadence?
Duration?
Uniqueness of sound?
AUDITORY DIGITAL What do you say to yourself when you think of____?
KINESTHETIC Are there any feelings that are important?
Location
Size
Shape
Vibration
Pressure/ Heat
Intensity
Steady
Movement/ duration
Weight
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171. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
SUBMODALITIES ELICITATION
VISUAL
B&W or color?
Near or far?
Bright or dim?
Location?
Size of picture?
Associated/dissociated?
Focused or defocused?
Focus steady or changing?
Framed or panoramic?
Movie or still?
Movie speed: fast/normal/slow?
Amount of contrast?
3D or flat?
Angle viewed from?
# of pictures
AUDITORY Are there any sounds that are important?
Location?
Direction?
Internal or External?
Loud or soft?
Fast or slow?
High or low?
Tonality?
Timbre?
Pauses?
Cadence?
Duration?
Uniqueness of sound?
AUDITORY DIGITAL What do you say to yourself when you think of____?
KINESTHETIC Are there any feelings that are important?
Location
Size
Shape
Vibration
Pressure/ Heat
Intensity
Steady
Movement/ duration
Weight
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172. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
SUBMODALITIES ELICITATION
VISUAL
B&W or color?
Near or far?
Bright or dim?
Location?
Size of picture?
Associated/dissociated?
Focused or defocused?
Focus steady or changing?
Framed or panoramic?
Movie or still?
Movie speed: fast/normal/slow?
Amount of contrast?
3D or flat?
Angle viewed from?
# of pictures
AUDITORY Are there any sounds that are important?
Location?
Direction?
Internal or External?
Loud or soft?
Fast or slow?
High or low?
Tonality?
Timbre?
Pauses?
Cadence?
Duration?
Uniqueness of sound?
AUDITORY DIGITAL What do you say to yourself when you think of____?
KINESTHETIC Are there any feelings that are important?
Location
Size
Shape
Vibration
Pressure/ Heat
Intensity
Steady
Movement/ duration
Weight
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173. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
SUBMODALITIES ELICITATION
VISUAL
B&W or color?
Near or far?
Bright or dim?
Location?
Size of picture?
Associated/dissociated?
Focused or defocused?
Focus steady or changing?
Framed or panoramic?
Movie or still?
Movie speed: fast/normal/slow?
Amount of contrast?
3D or flat?
Angle viewed from?
# of pictures
AUDITORY Are there any sounds that are important?
Location?
Direction?
Internal or External?
Loud or soft?
Fast or slow?
High or low?
Tonality?
Timbre?
Pauses?
Cadence?
Duration?
Uniqueness of sound?
AUDITORY DIGITAL What do you say to yourself when you think of____?
KINESTHETIC Are there any feelings that are important?
Location
Size
Shape
Vibration
Pressure/ Heat
Intensity
Steady
Movement/ duration
Weight
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174. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
“No man can
know where
he is going
unless he knows
exactly how he
arrived at his
present place”
-Maya Angelou-
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175. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Journal Pages
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176. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Journal
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177. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Journal
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178. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Journal
178 Wealth Acceleration Certification Level 1 Manual v 10 © 2004 - 2010

179. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Journal
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180. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Journal
180 Wealth Acceleration Certification Level 1 Manual v 10 © 2004 - 2010

181. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
5 Ways Pages
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182. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
5 Ways Page
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183. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
5 Ways Page
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184. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
5 Ways Page
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185. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
5 Ways Page
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186. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
“There is
nothing on
this earth more
to be prized
than true
friendship.”
-Saint Thomas Aquinas-
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187. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
Networking
&
Contacts
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188. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
New Networking Contacts
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189. W E A L T H A C C E L E R A T I O N C E R T I F I C A T I O N L E V E L 1
New Networking Contacts
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190. T H E A C A D E M Y O F W E A L T H & A C H I E V E M E N T
Get Involved
CREW & ASSISTING TEAM
Join the best volunteer Crew in the business and contribute towards the support and growth of our Participants.
crew@chrishoward.com
(Worldwide)
INTERNATIONAL TRAINING FACULTY
Fulfill your dream of being a member of the most dynamic Training Faculty on the planet. Research cutting edge tools for accelerated
transformation and share them with audiences all over the world.
trainers@chrishoward.com
(Worldwide)
WORLDWIDE COACHING TEAM
Work with one of the fastest growing and largest global Coaching companies. Be one of the most effective and best trained Coaches on the
planet.
coaching@chrishoward.com
(Worldwide)
INTERNATIONAL EXPANSION - PROMOTERS
Are you the person ready and able to help us bring The Academy of Wealth & Achievement to new countries and territories and help us further
our mission of putting these technologies and tools in the hands of everyone on the Planet?
promoters@chrishoward.com
(Worldwide)
190 Wealth Acceleration Certification Level 1 Manual v 10 © 2004 - 2010